Detalhes bibliográficos
| Ano de defesa: |
2007 |
| Autor(a) principal: |
Nogueira, Rosana Maria César Del Picchia de Araujo |
| Orientador(a): |
Bueno, José Geraldo Silveira |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/10599
|
Resumo: |
The objective of this study was to analyze and to reflect on the issue of violence in schools and youth , leading mainly to bullying in school, according to middle class adolescents and parts of the elites in two schools, a public one and a private one, in the city of São Paulo. Based on the social sciences of the ideas of Norbert Elias (1996) taken as reference regarding the civilized process, considering minor violence and aggressions that are always happening, the violation of the codes of good manners or the established order, the incivility, so that it is possible to differ what a criminal or delinquent behaviors are, in Tarde (1986) the concept of purely spiritual collective and acquiescent and passive collective among others. The principal aim of this project is to reflect how the young see violence among colleagues and the bullying that happens in the school. Our source of data confines in the interviews given by four 8th graded pupils, two boys and two girls of each school, teachers, some members of the pedagogical team, other school members, some observations and documents. In order to point out the concerned people in the project, its aim was based on the teenager student, his school, his family and his relationships with classmates and adults inside the school and how he attributes the phenomenon of violence. It was taken for granted that violence occurred between pairs in both schools, the concerned people seen as attackers and attacked with physical violence such as fights, depredations, assaults, and also not physical violence such as offences, insults, discriminations, segregations and humiliations and the fact that they are unaware of what school bullying is. Teachers, administrative staff and minders of the schools mentioned above are rather worried with indiscipline cases in the school, the lack of discipline among students, than with the violence cases among colleagues and school bullying among these young people. The most important finding observed in both schools is that social actions rather affect the pedagogical side, leaving the educative proposal behind. When this gap happens, the school can not reproduce good models of social values, on the other hand, it lets discrimination and prejudice invade and settle down inside the school. The lack of social actions and the environment itself promote room allowing students to have experiences such as violence. Although, there are similarities and differences in both schools, the critical single point is the bullying |
