Concepções de professores sobre agressão e violência em crianças no início da escolarização
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Data
2009-09-24
Autores
Stolfi, Paula Furine [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho teve como objetivo examinar as concepções de professores de Educação Infantil e das primeiras séries do Ensino Fundamental, sobre agressividade humana, com especial atenção para agressão e violência entre crianças na escola, e levantar alguns subsídios para reflexão sobre a formação de professores. Apresenta-se um levantamento das pesquisas no Brasil no período de 2000 a 2008, sobre violência na escola, seguido de uma breve referência às principais teorias que procuram explicar a violência em humanos, e depois a alguns pontos básicos da pesquisa sobre desenvolvimento humano, crianças, visando-se a chamar atenção para as explicações sobre os possíveis fatores de desenvolvimento de comportamento agressivo em crianças. Método: Dezesseis professoras, sendo onze da Educação Infantil (pré-escolas, crianças de 4 e 5 anos de idade) e cinco do Ensino Fundamental (1º e 2º anos, crianças de 7 e 8 anos), em escolas de um município no interior de São Paulo, foram entrevistadas com vistas a exporem suas idéias sobre agressão e violência mediante um roteiro de entrevista semi-estruturada. Foram geradas sete categorias de análise com base nas falas das professoras. As professoras também responderam a uma lista para assinalar, com 36 itens de comportamento, classificando cada item, como “agressão” e/ou, “indisciplina” e/ou como “outra”. Resultados: Agressão e violência entre crianças na escola, nas concepções das professoras, são atos de natureza física ou verbal infligidos aos colegas com a intenção de ferí-los ou atingí-los. Mesmo um mau comportamento como insolência, por exemplo, é visto antes como indisciplina do que como agressão. Na estrutura e no ambiente familiar, principalmente, estão os fatores da violência, assim como do mau e do bom comportamento da criança. Nenhuma menção foi feita a fatores de desenvolvimento...
This study aimed to examine the conceptions of elementary school’s and early childhood education’s teacher about human aggressive, focusing on children’s behavior in an angry and violent way towards students in school and get some subsidies for reflection on teachers training. It presents researches in Brazil from 2000 up to 2008 about violence in schools, followed by a brief reference to major theories that try to explain violence in humans and then some basic researches on human development, focusing on the possible factors for the development of aggressive behavior in children. Method: Sixteen elementary school’s and early childhood education’s teachers, being eleven teachers who work with children aged 4 and 5 years old and five teachers working with children aged 7 and 8 years old in public schools of São Paulo’s countryside, were interviewed aiming to show teacher’s idea about aggression and violence through a report structured interview. The study generated seven categories of analysis based on teachers’ speech. The teachers also answered a list to mark, with 36 items of behavior, rating each item as aggression and / or indiscipline and / or as other. Results: Aggression and violence among students in teacher’s conception are acts of physical or verbal inflicted schoolmates with the intention of hurting or reaching them. Even a bad behavior as insolence, for example, is seen as indiscipline not aggression. In the family circle are the factors of violence, as well as the bad and the good behavior of the child. No mention was made of developmental factors. The notion of innateness permeates the conceptions of the teachers. The adverse effect of children’s aggressive behavior on their school performance and on other children is clearly recognized. The teachers don’t agree completely with each others about genre, someone think that don’t exist difference... (Complete abstract click electronic access below)
This study aimed to examine the conceptions of elementary school’s and early childhood education’s teacher about human aggressive, focusing on children’s behavior in an angry and violent way towards students in school and get some subsidies for reflection on teachers training. It presents researches in Brazil from 2000 up to 2008 about violence in schools, followed by a brief reference to major theories that try to explain violence in humans and then some basic researches on human development, focusing on the possible factors for the development of aggressive behavior in children. Method: Sixteen elementary school’s and early childhood education’s teachers, being eleven teachers who work with children aged 4 and 5 years old and five teachers working with children aged 7 and 8 years old in public schools of São Paulo’s countryside, were interviewed aiming to show teacher’s idea about aggression and violence through a report structured interview. The study generated seven categories of analysis based on teachers’ speech. The teachers also answered a list to mark, with 36 items of behavior, rating each item as aggression and / or indiscipline and / or as other. Results: Aggression and violence among students in teacher’s conception are acts of physical or verbal inflicted schoolmates with the intention of hurting or reaching them. Even a bad behavior as insolence, for example, is seen as indiscipline not aggression. In the family circle are the factors of violence, as well as the bad and the good behavior of the child. No mention was made of developmental factors. The notion of innateness permeates the conceptions of the teachers. The adverse effect of children’s aggressive behavior on their school performance and on other children is clearly recognized. The teachers don’t agree completely with each others about genre, someone think that don’t exist difference... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação, Agressividade nas crianças, Escolas, Educação de crianças, Ensino fundamental, Aggression, Child
Como citar
STOLFI, Paula Furine. Concepções de professores sobre agressão e violência em crianças no início da escolarização. 2009. 88 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2009.