Violência na escola: um estudo sobre conflitos

• Ano de defesa: 2010
• Autor(a) principal: Santos, Janete Cardoso dos
• Orientador(a): Bastos, Maria Helena Câmara
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO E SOCIEDADE; VIOLÊNCIA NAS ESCOLAS; CULTURA; NÃO-VIOLÊNCIA; COMPLEXIDADE
• Link de acesso: http://hdl.handle.net/10923/2760

The thesis aims at examining the relationship between conflict and violence and the school potential of creating a culture that is based on dialogue and learning. The research involves the concepts of violence, conflicts, culture, non-violence, communicative action and cultural processes present in the schools of basic education, being culture an important category presented to the review process and the deepening and understanding of violence processes in the school. The premise of Edgar Morin - that nothing is out of the whole, but all parts are equally important - is further from the empirical data. Reflections and analysis subsidized by the theory of complexity of Edgar Morin and the theoretical construction of violence addressed by Hannah Arendt are performed emphasizing how the relationships in schools can initiate the violence. I assumed the premise that the relations established in the school and the setting of violence are constructions that give evidence for studies in education. The research collected empirical data from five elementary schools in the public schools in the Federal District, through interviews with principals and focus groups of teenagers between 11 and 16 years. The complex thinking supported by Morin allowed us to understand that the relationship between conflict and violence is tenuous in that the violence, by its expression, can hide the guy who is producing the violence. From the complexity, it is possible to include all the elements that compose the relations which are cultural producers, including the conflicts.The study emphasizes the need for theoretical perspectives that include the anthropological dimension in the processes of school, with a reference to the context being produced by social relations and therefore, the violence is in the sphere of human action. The resolution of conflicts in a non-violent way is a significant contribution to the processes of basic education today, and point to a paradigm shift - starting with the educators.