Violências no cotidiano escolar: exclusão, adaptação e negação da subjetividade discente nas práticas educativas

• Ano de defesa: 2012
• Autor(a) principal: Ortale, Renata Landucci
• Orientador(a): Roggero, Rosemary
• Banca de defesa: Almeida, José Luis Vieira de , Severino, Antônio Joaquim , Dias, Elaine Teresinha Dal Mas , Crochík, José Leon
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: violência escolar; subjetividade discente; autoridade docente; história oral; teoria crítica
• Palavras-chave em Inglês: school violence; student subjectivity; teaching authority; oral history; critical theory
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/tede/handle/tede/526

The present study aimed to investigate the phenomenon of school violence focusing students considered unruly or violent and in their schools. Besides literature, were collected life stories narrated by five young, considered unruly and / or violent in their schools, who attended public school, aged between 16 and 20 years, through the method of Oral History. Research and approaches to violence, group belonging, stereotype, subjectivity and punishment were presented. The data analysis was carried out based on the concepts of authority, pseudoformation adaptation and emancipation preconized by authors of the first generation of the Frankfurt School. The listening of the narratives especially enabled the identification of three categories for analysis: punishment exercised by school authorities, belonging to the group and student stereotype, and educational practices. The analysis pointed out that the punishments carried out by school authorities can trigger both of processes adaptation as unruly behavior and / or violent, the school hierarchizes and reinforces inequalities among students, and that stereotypes generated undisciplined and / or violent attitudes, which can be understood as a reaction to the violence exercised by school authorities, in search of students by recognizing their subjectivity, and, finally, when the teacher authority relies on recognition of student subjectivity; by means of dialogue, it is possible to find the overcoming violence and some level of emancipation of the educational process favoring debarbarization of humanity in the school and in society.