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Abstract(s)
A constatação de que situações de violência verbal têm sido uma constante na
Escola Municipal de Ensino Fundamental Francisco de Assis Rios, levou ao
desenvolvimento de um projeto pedagógico por parte da gestão escolar, em
estreita colaboração com a coordenação pedagógica e os professores da
comunidade educativa, situação que motivou a realização do presente
estudo. O objetivo é analisar as práticas adotadas pela gestão escolar e o
corpo docente para prevenir e mediar a violência verbal dos alunos em sala de
aula. A pesquisa é fundamentada nas teorias de Henri Wallon (2007), Paulo
Freire (2011) e Vigotsky (2007). Metodologicamente, trata-se de um estudo
de caso, com abordagem mista (quantitativa e qualitativa), no qual foi
utilizado o questionário como instrumento de recolha de dados. Participaram
no estudo o gestor escolar, o coordenador pedagógico, oito professores e
vinte e oito alunos da turma de 9º ano (manhã). Os resultados permitiram
inferir que a implementação do projeto “Trabalhando a autoestima e
resgatando valores”, facilitada através de práticas pedagógicas que
integraram atividades lúdicas e significativas (ex: seminários e círculo de
diálogos), desencadeou diferentes respostas que permitiram minimizar a
conduta agressiva e, simultaneamente, melhorar nas relações interpessoais.
Essa estratégia pedagógica oportunizou a participação de todos os alunos e
despertou neles atitudes como: respeito pelo outro, autoestima,
autoconfiança e espírito crítico. De salientar a importância da comunidade
educativa trabalhar em conjunto para reverter as atitudes de violência na
escola, assim como a importância da gestão escolar acordar parcerias com
outras instituições integradas na comunidade.
The observation that situations of verbal violence have been a constant in the Municipal School of Basic Education Francisco de Assis Rios led to the development of a pedagogical project by school management, in close collaboration with the pedagogical coordination and teachers of the educational community, Situation that motivated the accomplishment of the present study. The objective is to analyse the practices adopted by the school management and the faculty to prevent and mediate verbal violence of students in the classroom. The research is based on the theories of Henri Wallon (2007), Paulo Freire (2011) and Vigotsky (2007). Methodologically, this is a case study, with a mixed approach (quantitative and qualitative), in which the questionnaire was used as a data collection instrument. The school administrator, the pedagogical coordinator, eight teachers and twenty-eight students from the 9th grade class (morning) participated in the study. The results allowed to infer that the implementation of the project "Working for self-esteem and rescuing values", facilitated by pedagogical practices that integrated playful and meaningful activities (e.g. seminars and circle of dialogues), triggered different responses that allowed to minimize aggressive behaviour and, simultaneously, improving interpersonal relationships. This pedagogical strategy allowed the participation of all students and awakened in them attitudes such as: respect for the other, self-esteem, self-confidence, and critical spirit. It is important to emphasize the importance of the educational community working together to revert attitudes of violence in school, as well as the importance of school management to agree partnerships with other institutions integrated in the community.
The observation that situations of verbal violence have been a constant in the Municipal School of Basic Education Francisco de Assis Rios led to the development of a pedagogical project by school management, in close collaboration with the pedagogical coordination and teachers of the educational community, Situation that motivated the accomplishment of the present study. The objective is to analyse the practices adopted by the school management and the faculty to prevent and mediate verbal violence of students in the classroom. The research is based on the theories of Henri Wallon (2007), Paulo Freire (2011) and Vigotsky (2007). Methodologically, this is a case study, with a mixed approach (quantitative and qualitative), in which the questionnaire was used as a data collection instrument. The school administrator, the pedagogical coordinator, eight teachers and twenty-eight students from the 9th grade class (morning) participated in the study. The results allowed to infer that the implementation of the project "Working for self-esteem and rescuing values", facilitated by pedagogical practices that integrated playful and meaningful activities (e.g. seminars and circle of dialogues), triggered different responses that allowed to minimize aggressive behaviour and, simultaneously, improving interpersonal relationships. This pedagogical strategy allowed the participation of all students and awakened in them attitudes such as: respect for the other, self-esteem, self-confidence, and critical spirit. It is important to emphasize the importance of the educational community working together to revert attitudes of violence in school, as well as the importance of school management to agree partnerships with other institutions integrated in the community.
Description
Keywords
Violência escolar Relações interpessoais Gestão escolar Direitos humanos School violence Interpersonal relations School management Human rights
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação