Impacto da violência doméstica nas relações interpessoais e na aprendizagem das crianças de uma escola pública municipal de Goiânia
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2021
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A violência intrafamiliar é multicausal e complexa. A miséria, o desemprego e as desigualdades
sociais podem contribuir para o aumento desse flagelo que, cada vez mais, preocupa a Escola,
uma vez que tais episódios podem refletir-se no comportamento e no aprendizado das crianças.
Nesse contexto, o presente estudo objetiva analisar o papel da comunidade educativa na
prevenção de casos de violência intrafamiliar, de forma a otimizar o ensino e o aprendizado de
alunos em situação de risco, de uma escola pública municipal do Ensino Fundamental, de
Goiânia, Goiás, Brasil. Recorre-se a uma metodologia de cariz qualitativo, de estudo de caso,
com entrevistas estruturadas à diretora/gestora da escola, a duas coordenadoras e a cinco
professores, num total de oito entrevistas. Os resultados da análise revelam que a violência
doméstica é geradora de vários tipos de danos (físicos, psicológicos e sociais) nas crianças e
adolescentes. Destacam-se as emoções intrapessoais, como medo, baixa-estima, ansiedade e
depressão, bem como instabilidade emocional, raiva e abuso de substâncias, e diversos
comportamentos antissociais. Para além disso, há ainda a referir problemas quanto ao
desempenho escolar, nomeadamente, desmotivação e baixo rendimento acadêmico. Frente a
essas situações, os procedimentos em defesa dessas vítimas envolvem, sobretudo, a
Direção/Gestão e o Conselho Tutelar da escola. A análise dos dados revela ainda o pouco
envolvimento parental nas atividades escolares. Como forma de prevenção, o Projeto Político
Pedagógico (PPP) da escola, tendo em conta estas singularidades, propõe algumas ações
sensibilizadoras, na tentativa de reduzir a violência e a indisciplina, promotoras do insucesso
escolar. Conclui-se assim que, além da violência doméstica direta e indireta, essas crianças
estavam expostas a outros fatores de risco, como a pobreza, baixa escolaridade familiar e o uso
de álcool e/ou droga por parte dos seus familiares.
Intrafamily violence is multi-causal and complex. The misery, unemployment and social inequalities can contribute to the increase of this scourge that, more and more, worries the School, since such episodes can be reflected in the children's behavior and learning. In this context, the present study aims to analyze the role of the educational community in the prevention of cases of intrafamily violence, in order to optimize the teaching and learning of students at risk, in a municipal public school of Elementary Education, in Goiânia, Goiás, Brazil. We use a qualitative methodology, a case study, with structured interviews with the school principal / manager, two coordinators and five teachers, in a total of eight interviews. The results of the analysis reveal that domestic violence generates several types of damage (physical, psychological and social) in children and adolescents. Intrapersonal emotions stand out, such as fear, low self-esteem, anxiety and depression, as well as emotional instability, anger and substance abuse, and various antisocial behaviors. In addition, there are also problems with school performance, namely, lack of motivation and low academic performance. Faced with these situations, the procedures in defense of these victims involve, above all, the school's Directorate / Management and Guardianship Council. Data analysis also reveals little parental involvement in school activities. As a form of prevention, the school's Political Pedagogical Project (PPP), taking these singularities into account, proposes some sensitizing actions, in an attempt to reduce violence and indiscipline, which promote school failure. It is concluded that, in addition to direct and indirect domestic violence, these children were exposed to other risk factors, such as poverty, low family education and the use of alcohol and / or drugs by their relatives.
Intrafamily violence is multi-causal and complex. The misery, unemployment and social inequalities can contribute to the increase of this scourge that, more and more, worries the School, since such episodes can be reflected in the children's behavior and learning. In this context, the present study aims to analyze the role of the educational community in the prevention of cases of intrafamily violence, in order to optimize the teaching and learning of students at risk, in a municipal public school of Elementary Education, in Goiânia, Goiás, Brazil. We use a qualitative methodology, a case study, with structured interviews with the school principal / manager, two coordinators and five teachers, in a total of eight interviews. The results of the analysis reveal that domestic violence generates several types of damage (physical, psychological and social) in children and adolescents. Intrapersonal emotions stand out, such as fear, low self-esteem, anxiety and depression, as well as emotional instability, anger and substance abuse, and various antisocial behaviors. In addition, there are also problems with school performance, namely, lack of motivation and low academic performance. Faced with these situations, the procedures in defense of these victims involve, above all, the school's Directorate / Management and Guardianship Council. Data analysis also reveals little parental involvement in school activities. As a form of prevention, the school's Political Pedagogical Project (PPP), taking these singularities into account, proposes some sensitizing actions, in an attempt to reduce violence and indiscipline, which promote school failure. It is concluded that, in addition to direct and indirect domestic violence, these children were exposed to other risk factors, such as poverty, low family education and the use of alcohol and / or drugs by their relatives.
Descrição
Orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, FAMÍLIA, VIOLÊNCIA DOMÉSTICA, CRIANÇAS, RENDIMENTO ESCOLAR, EDUCATION, FAMILY, DOMESTIC VIOLENCE, CHILDREN, ACADEMIC ACHIEVEMENT