O ensinante entre os processos de ensino e a violência da escola
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2019-12
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Schwertner, Suzana Feldens
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Esta dissertação direcionou-se ao contexto da violência da escola. O estudo foi desenvolvido com sete ensinantes do 6o ao 9o ano do segundo ciclo do ensino fundamental de uma escola privada do centro/norte do estado do Tocantins. O objetivo foi analisar o olhar do professor sobre o processo de ensino, enquanto
envolvido no fenômeno da violência da escola. A dissertação justifica-se uma vez que se propôs investigar como o professor desenvolve seu trabalho de ensinagem quando em meio à violência, e a sua relevância social se encontra atrelada à formação acadêmica e ao processo da ensinagem. Trata-se de uma
investigação qualitativa e os dados foram analisados a partir da técnica de análise de conteúdo idealizada por Bardin (2011). Os instrumentos para coleta de dados foram a entrevista semiestruturada, a observação participante e o diário de bordo, no período de maio a setembro/2019. Como resultados encontrados na pesquisa, elaboraram-se três categorias; a saber: Violência da escola – “Aqui no ambiente do trabalho que eu tenho, não ouvi falar de violência”, onde os professores apresentaram possível desconhecimento sobre situações de violência simbólica promovida pela escola, permanecendo assim, de forma velada. A segunda
categoria, denominada: Fatores emocionais e o processo da ensinagem em sala de aula, apontou para uma reedição da violência física utilizada no passado como controle da classe por meio do autoritarismo do professor em sala de aula, evidenciado com argumentos como a alteração da voz (gritos), ameaças,
confrontação, constrangimento, sarcasmo e ironia. E a terceira categoria, denominada: Ensinagem e aprendizagem: quando a violência da escola se faz presente, indicou situações desmotivacionais que prejudicam a aprendizagem do aluno, assim como determinadas dificuldades do professor manter um controle em sala de aula, produzindo violências simbólicas contra seus alunos. Esta última categoria esclareceu também a dificuldade de alguns professores em desenvolverem as suas práticas de ensino dentro da sala de aula quando se encontram envolvidos em situações conflitivas. Por mais relevantes que foram os estudos e as próprias discussões sobre o assunto, ainda há necessidade de discussões com os professores no intuito de contribuir para o esclarecimento da circulação da violência dentro do ambiente escolar bem como a diferenciação das violências no espaço institucional, debatida arduamente por Charlot (2002). Vislumbra-se que o professor consiga fazer algo diferente por meio das investigações realizadas nesse estudo, com a possibilidade de pensar sobre a violência que o cerca e, quiçá, não ser absorvido pelo sistema institucional.
This thesis addressed the subject of school violence. The study was developed with the participation of seven teachers from 6th to 9th grade of the second cycle of an elementary school of a private school in the mid-central of the state of Tocantins. The objective was to analyze the teacher's perspective on the teaching process, while they get involved in the phenomenon of school violence. The thesis is justified because it was proposed to investigate how teachers develop his teaching work when surrounded by a violent school setting, and its social relevance is linked to the academic background and the teaching process. This is a qualitative investigation and the data were analyzed using the content analysis technique proposed by Bardin (2011). The instruments for data gathering were semi-structured interviews, participant observation, and logbook, from May to September / 2019. As results found in the research, three categories were elaborated as results of this research; namely: School Violence - “here, at my work environment, I have not heard of any violence”, where teachers showed possible lack of knowledge regarding any circumstances of symbolic violence promoted by the school, thus remaining, in a masked way. The second category, called: Emotional factors and the teaching process in the classroom, pointed to it as a replication of the physical violence used in the past as class controlling management by means of authoritarianism of the teacher, which it was evidenced by arguments such as the rising of one’s voice (screams), threats, confrontation, embarrassment, sarcasm, and irony. And the third category, labeled as: Teaching and learning: when school violence was present, it indicated demotivational situations that hinder student learning, as well as a difficulty for teachers to keep control over their classroom, therefore, using symbolic violence against their students. This last category also explained the difficulty of some teachers in developing their teaching practices in the classroom when they are dealing with conflicting situations. Despite the relevance of the studies and the discussions themselves on the subject, there is still a need for dialogue with teachers in order to help them with clarification of the circulating violence within the school environment as well as the differentiation of violence in the institutional workplace, which was strenuously debated by Charlot (2002). It can be understood that a teacher can do something different by using the investigations carried out in this study, with the possibility of thinking about the violence that surrounds teachers and perhaps, not being absorbed by the institutional system.
This thesis addressed the subject of school violence. The study was developed with the participation of seven teachers from 6th to 9th grade of the second cycle of an elementary school of a private school in the mid-central of the state of Tocantins. The objective was to analyze the teacher's perspective on the teaching process, while they get involved in the phenomenon of school violence. The thesis is justified because it was proposed to investigate how teachers develop his teaching work when surrounded by a violent school setting, and its social relevance is linked to the academic background and the teaching process. This is a qualitative investigation and the data were analyzed using the content analysis technique proposed by Bardin (2011). The instruments for data gathering were semi-structured interviews, participant observation, and logbook, from May to September / 2019. As results found in the research, three categories were elaborated as results of this research; namely: School Violence - “here, at my work environment, I have not heard of any violence”, where teachers showed possible lack of knowledge regarding any circumstances of symbolic violence promoted by the school, thus remaining, in a masked way. The second category, called: Emotional factors and the teaching process in the classroom, pointed to it as a replication of the physical violence used in the past as class controlling management by means of authoritarianism of the teacher, which it was evidenced by arguments such as the rising of one’s voice (screams), threats, confrontation, embarrassment, sarcasm, and irony. And the third category, labeled as: Teaching and learning: when school violence was present, it indicated demotivational situations that hinder student learning, as well as a difficulty for teachers to keep control over their classroom, therefore, using symbolic violence against their students. This last category also explained the difficulty of some teachers in developing their teaching practices in the classroom when they are dealing with conflicting situations. Despite the relevance of the studies and the discussions themselves on the subject, there is still a need for dialogue with teachers in order to help them with clarification of the circulating violence within the school environment as well as the differentiation of violence in the institutional workplace, which was strenuously debated by Charlot (2002). It can be understood that a teacher can do something different by using the investigations carried out in this study, with the possibility of thinking about the violence that surrounds teachers and perhaps, not being absorbed by the institutional system.
Descrição
Palavras-chave
Violência; Ensino; Instituição Escolar; Ensinantes; Violence; Teaching; School Institution; Teachers
Citação
TRAPP, Edgar Henrique Hein. O ensinante entre os processos de ensino e a violência da escola. 2019. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 20 dez. 2019. Disponível em: http://hdl.handle.net/10737/2883.