A produção de sentidos sobre o bullying entre professores/as no cotidiano escolar

• Ano de defesa: 2019
• Autor(a) principal: Ferreira, Cádia Carolina Morosetti
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Bullying; Políticas públicas; Cultura de paz; Public policy; Culture of peace; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/19714

This dissertation is part of the LP2 research line entitled School Practices and Public Policies of the Graduate Program in Education, Federal University of Santa Maria (UFSM). The work presents as a general objective: to analyze the production of meanings of the bullying phenomenon through the narratives produced in the Investigative-formative dialogical circles by teachers of a municipal school in Alegrete/RS. It was adopted as a method of bibliographical research procedure (ABRAHÃO, 2003), anchored in the research-training (JOSSO, 2010a and 2010b). Was used as instruments the Investigative-formative dialogical circles (HENZ, 2015) entitled Dialogues: interlocutions on the production of meaning to the Bullying phenomenon in everyday school life. From the generating themes (FREIRE, 2019) the teachers' narratives were produced. The theoretical framework through the contributions of Fante (2005; 2008; 2015), Silva (2010), Rolim (2008, 2015), Freire (2011), Orlandi (2007), Milani (2003), among others. We note that the practice of punitive and/or repressive confrontation reinforced as a rapid resolution of the problem is the main form of resolution, thus absent the critical reflection of the process of confronting bullying and other violence. It was observed the need to promote preventive strategies with the purpose of facing the situation. The research also pointed to the importance of space-time for ongoing self(tran)formation with teachers, being the Dialogical Circles a viable possibility of sharing and self(tran)formation, through the narratives of formation and the permanent reflection on the teaching praxis. they contribute to the of the Culture of Peace with actions based on values, human rights, democracy, development, ethics, citizenship, as well as the attitude of no violence. It is education as an alternative to not violence.