Violência em ambiente escolar: a realidade vivenciada por professores da rede pública de João Pessoa-PB
Miniatura indisponível
Ficheiros
Data
2018
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O problema da violência tem atingido o ambiente escolar e trazido consequências para os que nele convivem. Este trabalho estudou a violência escolar a partir da percepção de professores que ensinam na rede pública de João Pessoa-PB. Buscou-se avaliar as causas que norteiam este problema e as repercussões que podem acarretar no processo de trabalho. Trata-se de uma pesquisa de campo, de natureza qualitativa, com base descritiva, incluindo quantificação. Realizou-se por meio de entrevistas semiestruturadas a quatorze professores, sendo: sete da rede municipal com o ensino fundamental e sete da rede estadual com o ensino médio. Constatou-se que todos os professores já presenciaram algum tipo de violência na escola. A falta de respeito, as agressões verbais e as intimidações ou ameaças são os tipos de violência que mais os afetam. A maioria atribui os episódios de violência à desestruturação familiar e afirmam que esses episódios interferem em suas práticas pedagógicas e trazem reflexos negativos para suas vidas. Apesar destes problemas, 86% afirmam gostar da profissão. Percebe-se a necessidade da presença e participação dos pais junto à escola, bem como o desenvolvimento de políticas públicas sociais e de combate a violência para que a escola possa realmente cumprir sua função social.
The problem of violence has reached the school environment and brought consequences to those who live in it. This research studied school violence from the perception of teachers teaching in the public network of João Pessoa-PB. The aim was to evaluate the causes that guide this problem and the repercussions that can cause in the work process. This is a qualitative field research, with a descriptive basis, including quantification. Fourteen teachers were interviewed by means of semi-structured interviews: seven from the municipal network with elementary education and seven from the state network with secondary education. It was verified that all the teachers already witnessed some type of violence in the school. Lack of respect, verbal assaults, and intimidation or threats are the kinds of violence that most affect them. Most attribute the episodes of violence to family disintegration and affirm that these episodes interfere in their pedagogical practices and bring negative reflexes to their lives. Despite these problems, 86% say they like the profession. The presence and participation of parents in the school, as well as the development of social and anti-violence public policies, are understood so that the school can actually fulfill its social function.
The problem of violence has reached the school environment and brought consequences to those who live in it. This research studied school violence from the perception of teachers teaching in the public network of João Pessoa-PB. The aim was to evaluate the causes that guide this problem and the repercussions that can cause in the work process. This is a qualitative field research, with a descriptive basis, including quantification. Fourteen teachers were interviewed by means of semi-structured interviews: seven from the municipal network with elementary education and seven from the state network with secondary education. It was verified that all the teachers already witnessed some type of violence in the school. Lack of respect, verbal assaults, and intimidation or threats are the kinds of violence that most affect them. Most attribute the episodes of violence to family disintegration and affirm that these episodes interfere in their pedagogical practices and bring negative reflexes to their lives. Despite these problems, 86% say they like the profession. The presence and participation of parents in the school, as well as the development of social and anti-violence public policies, are understood so that the school can actually fulfill its social function.
Descrição
Orientação: Otaviana Maroja Jales Costa ; co-orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, VIOLÊNCIA ESCOLAR, ESCOLAS PÚBLICAS, ESTUDOS DE CASO, PROFESSORES, ALUNOS, BRASIL, EDUCATION, SCHOOL VIOLENCE, STATE SCHOOLS, CASE STUDIES, TEACHERS, STUDENTS, BRAZIL