Concepções de licenciandos sobre violência sexual e políticas educacionais
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Data
2012-09-27
Autores
Ikefuti, Michelle Venâncio [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho vinculado à Linha de Pesquisa Processos Formativos, Diferença e Valores, no Programa de Pós-Graduação em Educação da Universidade Estadual Paulista, campus de Presidente Prudente-SP, teve como objetivos identificar o nível de conhecimento que os futuros professores dos cursos de licenciaturas de três campus da Unesp têm acerca da violência sexual e temas afins, bem como elucidar se esta temática é trabalhada dentro dessas faculdades. Dentre as violências domésticas que podem ser cometidas contra crianças e adolescentes, a violência sexual é uma das modalidades mais difíceis de serem detectadas, sendo que a maioria das situações ocorre dentro da casa da vítima, e é cometida muitas vezes por alguém que ela conhece e confia. Diante disso, e sabendo que a escola ocupa um tempo importante na vida das crianças e adolescentes, destacamos que o professor tem um papel fundamental na prevenção, revelação e intervenção de casos de abuso e exploração sexual. A pesquisa foi desenvolvida nos campus da UNESP (Araraquara, Presidente Prudente e São José do Rio Preto), sendo que aplicamos um questionário que contou com a participação dos alunos dos últimos anos de oito cursos de licenciatura (Biologia, Educação Física, Física, Geografia, Letras, Matemática, Pedagogia e Química) totalizando 441 participantes. Foram utilizados os softwares SPSS, versão 12.0 e o EVOC (Ensemble de Programmes Permettant I’ Analyse dês Évocations), versão 2000, para tabular as questões fechadas e as evocações de palavras respectivamente. As análises dos resultados foram feitas utilizando os documentos governamentais que regem a área de Educação no país, além dos Planos Estadual e Nacional de enfrentamento à violência sexual. Como resultados, percebemos que nas três unidades os alunos não se sentem preparados para lidar com casos de violência sexual...
This study is connected with the research line “Formative processes, differences and values” at the Graduate Studies in Education at UNESP, Campus of Presidente Prudente. The research aimed to identify the level of knowledge that future teachers of undergraduate courses of three Campus at Unesp have about the sexual violence and related issues, and to clarify whether this theme was discussed during their course in these Universities. Amongst the domestic violence that can be committed against children, sexual violence is one of the methods more difficult to detect, and most situations occurs inside the victim's home, and it is often committed by someone he knows and trusts. Given this, and knowing that the school occupies an important moment in the lives of children and adolescents, we emphasize that the teacher has a key role in prevention, intervention and revelation of abuse and sexual exploitation. It was developed at the Campus of Araraquara, Presidente Prudente and São José do Rio Preto, and it was applied a questionnaire with students attending the last year of 8 undergraduate courses (Biology, Physical Education, Physics, Geography, Literature, Mathematics, Chemistry and Pedagogy) involving 441 participants. We used SPSS software, version 12.0 and EVOC (Ensemble of Programmes Permettant I 'Analyse des evocations), version 2000, to tabulate the closed questions and word evocations respectively. The analyzes of the results were made using governmental documents that grounded public policies in the field of Education in the country, in addition to the State and National Plans to combat sexual violence. As a result, we realized that in the three Campus students do not feel prepared to handle with cases of sexual violence and most of them never had the issue addressed in any discipline in the process of training... (Complete abstract click electronic access below)
This study is connected with the research line “Formative processes, differences and values” at the Graduate Studies in Education at UNESP, Campus of Presidente Prudente. The research aimed to identify the level of knowledge that future teachers of undergraduate courses of three Campus at Unesp have about the sexual violence and related issues, and to clarify whether this theme was discussed during their course in these Universities. Amongst the domestic violence that can be committed against children, sexual violence is one of the methods more difficult to detect, and most situations occurs inside the victim's home, and it is often committed by someone he knows and trusts. Given this, and knowing that the school occupies an important moment in the lives of children and adolescents, we emphasize that the teacher has a key role in prevention, intervention and revelation of abuse and sexual exploitation. It was developed at the Campus of Araraquara, Presidente Prudente and São José do Rio Preto, and it was applied a questionnaire with students attending the last year of 8 undergraduate courses (Biology, Physical Education, Physics, Geography, Literature, Mathematics, Chemistry and Pedagogy) involving 441 participants. We used SPSS software, version 12.0 and EVOC (Ensemble of Programmes Permettant I 'Analyse des evocations), version 2000, to tabulate the closed questions and word evocations respectively. The analyzes of the results were made using governmental documents that grounded public policies in the field of Education in the country, in addition to the State and National Plans to combat sexual violence. As a result, we realized that in the three Campus students do not feel prepared to handle with cases of sexual violence and most of them never had the issue addressed in any discipline in the process of training... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação, Crime sexual, Adolescentes maltratados sexualmente, Education
Como citar
IKEFUTI, Michelle Venâncio. Concepções de licenciandos sobre violência sexual e políticas educacionais. 2012. 127 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Tecnologia, 2012.