Estudo preliminar sobre condutas agressivas em crianças de uma escola Municipal de Curitiba
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2012
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Este estudo procura analisar a problemática da agressividade em contexto escolar e responder
às questões: o que leva as crianças a apresentarem condutas agressivas? Qual a práxis de pais
e professores diante de tais condutas agressivas? Dadas as múltiplas interpretações sobre o
tema agressividade, pode se considerar que o componente agressivo está presente em todas as
pessoas como mecanismo de auto-preservação e está ligada à personalidade que se constitui
segundo Weil (1988) pela inteligência, temperamento e caráter. Por outro lado, as relações sociais controlam as condutas e os sentimentos das pessoas. Considerando o comportamento agressivo em crianças de 6 a 10 anos, pode-se perceber que a família e a escola contribuem para a aprendizagem social e é nesses ambientes que se estabelecem as mais variadas
experiências. A participação dos pais e dos professores mostrou que a agressividade e a violência são comportamentos presentes nas relações entre os escolares, devido à ausência de regras claras, de diálogo e de afeto, fatores importantes para convivência. Observou-se
também a dificuldade dos pais e professores em lidar com situações de conflitos, o que
demonstra pouca compreensão sobre o assunto e de como orientar a criança com conduta agressiva. Assim como se verificou a falta de diálogo entre a família e a escola, ambientes tão significativos na educação da criança.
This study seeks to investigate the aggressiveness problematic in a school context and to answer the questions: what leads children to show aggressive conducts? What is the praxis of parents and teachers faced with such aggressive conducts? Given the multiple interpretations of the aggressiveness theme, can be considered that the aggressive component is present in all people as a mechanism of self-preservation and it is linked to the personality which is constituted, according to Weil (1998) by intelligence, temperament and character. On the other hand, the relationships control the conducts and people feelings. Considering the aggressive behavior in children between six and ten years old, it can be realized that the family and the school contribute to social learning and it is in these environments that settle the most diverse experiences.The participation of parents and teachers, showed that the aggressiveness and the violence are behaviors present in the relations between school people, due to the absence of clear rules, dialogue and affection, all important factors for companionship. It was also noticed the difficulty of parents and teachers in dealing with conflict situations, what demonstrates little understanding about the subject and how to guide the child with aggressive conduct. As well as it was noticed the absence of dialogue between the family and school, environments so significatives in the child education.
This study seeks to investigate the aggressiveness problematic in a school context and to answer the questions: what leads children to show aggressive conducts? What is the praxis of parents and teachers faced with such aggressive conducts? Given the multiple interpretations of the aggressiveness theme, can be considered that the aggressive component is present in all people as a mechanism of self-preservation and it is linked to the personality which is constituted, according to Weil (1998) by intelligence, temperament and character. On the other hand, the relationships control the conducts and people feelings. Considering the aggressive behavior in children between six and ten years old, it can be realized that the family and the school contribute to social learning and it is in these environments that settle the most diverse experiences.The participation of parents and teachers, showed that the aggressiveness and the violence are behaviors present in the relations between school people, due to the absence of clear rules, dialogue and affection, all important factors for companionship. It was also noticed the difficulty of parents and teachers in dealing with conflict situations, what demonstrates little understanding about the subject and how to guide the child with aggressive conduct. As well as it was noticed the absence of dialogue between the family and school, environments so significatives in the child education.
Descrição
Orientação: Egídio José Romanelli ; co-orientação: Óscar Conceição de Sousa
Palavras-chave
EDUCAÇÃO, AGRESSIVIDADE, ESCOLAS, ALUNOS, ESTUDOS DE CASO, BRASIL, EDUCATION, AGGRESSIVENESS, SCHOOLS, CASE STUDIES, BRAZIL, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO