Conflitos, violências escolares e reconhecimento social : concepções de educandos e educadores

• Ano de defesa: 2017
• Autor(a) principal: Gomes, Ronaldo Martins
• Orientador(a): Luiz, Maria Cecília
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Violências escolares; Conflito social; Conflitualidades; Concepção de educandos e educadores
• Palavras-chave em Inglês: School violence; Social conflict; Conflict; Conception of students and educators
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/9672

This research approached theoretical references such as the theory of social recognition; the theory of social conflict; conflict theory and sociology of experience in order to answer the research questions: what are the contributions of these theories when we deal with conflicts in society in general and in the public school in particular? How do conflicts and violence take place in school spaces? How do educators and learners understand and coexist with conflicts and violence? An empirical part was carried out in two public schools of two cities of the interior of São Paulo. The objectives of the research were: to understand the conflicts and conflicts or violence from the perspective of the aforementioned theories and to analyze these theoretical references with the understanding about conflicts and violence, regarding educators (teachers and managers) and students and how these situations have been happening in the everyday reality of school. As a methodological procedure, we used focus groups: one with educators (teachers and managers) and the other with older students who were in high school or EJA, performing three meetings in each group. We understand, through the sociological theory of social conflict that relations of a democratic nature as dissent rather than consensus can be distorted by relations of power and political and economic dominance. Also, through the conception of students and educators that the understanding of violence was differentiated, and this harmed the communication and the agreements drawn between the subjects in the school. The sociology of experience has enabled us to understand that the significant social, scientific and technological transformations characteristic of the twentieth century incite divergences and conflict between generations, compromising social relations in the public space, such as the school, which encompasses a great number of differences, potentially becoming a source of conflict. Social conflicts are not a priori situations of violence, but rather, they reveal interests and desires that permeate social relations, and have the potential to be productive for the community if the issues involved are clear.