Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Figueiredo, Joana Tavares de
 |
| Orientador(a): |
Szymanski, Heloisa |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| 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: Psicologia da Educação
|
| Departamento: |
Psicologia
|
| 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/16133
|
Resumo: |
The present paper is a qualitative study that aimed to understand the meaning of the actions developed by a teacher of elementary school before the conflicts between students. Based on concepts from phenomenology and theoretical framework of Paulo Freire and his conception of dialogue as a way to solve the problems that exist between students, it was taking a reflective interview. From a phenomenological analysis of the interview, it was noticed that the teacher has a value to enrich the relation of respecting between each other; actively build ways of solving conflicts by reflection, responsibility of the educator and commitment to education. It was concluded that the dimension of conflicts is not limited to classroom and proposed interventions. For this reason, one must think about educational projects covering all segments geared to a plan for the issue of violence and aggression within the institution and in the continuing education of teachers work, sharing experiences and practices on conflict |
