Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Lira, Adriana
 |
| Orientador(a): |
Gomes, Candido Alberto da Costa
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Cat??lica de Bras??lia
|
| Programa de Pós-Graduação: |
Programa Strictu Sensu em Educa????o
|
| Departamento: |
Escola de Educa????o, Tecnologia e Comunica????o
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Resumo em Inglês: |
How do teachers involuntarily contribute towards aggravating conflicts in schools? What are the implications for teacher education? Indiscipline and various forms of violence in schools are complex problems with multiple causes to which students, teachers and administrators contribute in different ways. This research focused on adolescents??? perceptions of their teachers and how those perceptions could contribute towards the process of learning to live together socially with the full exercise of both rights and duties. The overall objective was to identify how students view their teachers when the latter are handling school indiscipline and violence and to extract from their views recommendations regarding teacher education. Considering that the literature on school violence declares that it tends to be at the highest level among adolescents and that the very process of bio-psychosocial transformation they undergo is a form of violence in itself, including their mourning for their lost childhood, a school located on the administrative periphery of the Federal District was selected with a record of violence and located in a socially vulnerable area. The study focused on students in the final years of lower secondary education studying in the morning or afternoon periods of the day. The case study involved triangulating the documental analysis, the direct observations especially in classrooms, and the semi-structured interviews with individuals and with focal groups involving a total of 89 adolescents. The results show that these students, albeit they are neither at the beginning or end of the educational process, contribute significantly to the conflicts and they present a highly critical perception of their adult educators from whom they expect references, guidance and examples. However, the educators aggravate the situation with aggressive attitudes and behavior based on a reference framework of the ???Bank Account??? type ??? education centered on the teacher???s monologue, study contents and treating the students as things. The school has become a fortress supposedly armed to protect itself against violent students in a relationship that has lead to a generalized feeling of distress among all concerned. The relationship is based on stereotypes, attributing blame and reciprocal victimization, in addition to frustrated mutual expectations. Some teacher educators have broken with the paradigm and are respecting their students, treating them as people and in turn are being respected. The process of educating teachers, given the wide gulf separating theory and practice, generates unrealistic expectations which end by failing to develop socialization abilities or comprehension of adolescence and the role of the adult and it also fails to offer strategies for conflict solving or for teaching and learning how to live together. The school paradigm and the teacher education paradigm must be changed in order to address the new times and new realities. |
| Link de acesso: |
https://bdtd.ucb.br:8443/jspui/handle/tede/2108
|
Resumo: |
How do teachers involuntarily contribute towards aggravating conflicts in schools? What are the implications for teacher education? Indiscipline and various forms of violence in schools are complex problems with multiple causes to which students, teachers and administrators contribute in different ways. This research focused on adolescents??? perceptions of their teachers and how those perceptions could contribute towards the process of learning to live together socially with the full exercise of both rights and duties. The overall objective was to identify how students view their teachers when the latter are handling school indiscipline and violence and to extract from their views recommendations regarding teacher education. Considering that the literature on school violence declares that it tends to be at the highest level among adolescents and that the very process of bio-psychosocial transformation they undergo is a form of violence in itself, including their mourning for their lost childhood, a school located on the administrative periphery of the Federal District was selected with a record of violence and located in a socially vulnerable area. The study focused on students in the final years of lower secondary education studying in the morning or afternoon periods of the day. The case study involved triangulating the documental analysis, the direct observations especially in classrooms, and the semi-structured interviews with individuals and with focal groups involving a total of 89 adolescents. The results show that these students, albeit they are neither at the beginning or end of the educational process, contribute significantly to the conflicts and they present a highly critical perception of their adult educators from whom they expect references, guidance and examples. However, the educators aggravate the situation with aggressive attitudes and behavior based on a reference framework of the ???Bank Account??? type ??? education centered on the teacher???s monologue, study contents and treating the students as things. The school has become a fortress supposedly armed to protect itself against violent students in a relationship that has lead to a generalized feeling of distress among all concerned. The relationship is based on stereotypes, attributing blame and reciprocal victimization, in addition to frustrated mutual expectations. Some teacher educators have broken with the paradigm and are respecting their students, treating them as people and in turn are being respected. The process of educating teachers, given the wide gulf separating theory and practice, generates unrealistic expectations which end by failing to develop socialization abilities or comprehension of adolescence and the role of the adult and it also fails to offer strategies for conflict solving or for teaching and learning how to live together. The school paradigm and the teacher education paradigm must be changed in order to address the new times and new realities. |
