Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Ando, Daniela de Araújo
 |
| Orientador(a): |
Feldmann, Marina Graziela |
| 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: Currículo
|
| 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/9862
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Resumo: |
According to scientific research, the school is considered an enabling environment for the detection and the reporting of incidents of domestic violence against children. It is believed that professionals in Education, especially teachers, through specific training geared towards the problem of domestic violence against children, can use the resources of such training to develop skills to cope with domestic violence, especially with regard to the identification and the reporting of incidents in the early grades of elementary school, period during which children stay with teachers for about four hours a day. This research aims at identifying and studying obstacles and indicating possibilities of continuing teacher education in relation to the reporting of domestic violence against children. The research setting was the public school system in the São José dos Campos district, in São Paulo, and focus groups, interviews, and document analyses were used for data collection. The result shows continuing training as a space that can contribute not only to equip teachers in regard to prevention, case management the and its reporting but also to provide greater safety for professionals when making decisions on a case of domestic violence against a child, through the support of a formed collective consciousness on this phenomenon. Thus, the problem of domestic violence can only cease to be treated warily by the school when educators have access to open discussions about this phenomenon and can partner with protection agencies. The conclusion indicates that professionals in Education have to develop and build knowledge on the topic, starting from the reality of the school environment to the participation in the production of materials aimed at coping with domestic violence against children |
