A violência no contexto escolar: representações de alunos do ensino fundamental
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Data
2018-08-24
Autores
Barbosa, Tatiana Aparecida
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Universidade Estadual Paulista (Unesp)
Resumo
A violência é um fenômeno presente nas relações sociais historicamente estabelecidas e explicadas a partir de determinações culturais, políticas, econômicas e psicossociais, imanente às sociedades humanas, enraizada em nossa cultura e em nossa memória. Pode se manifestar de diversas formas e em diferentes circunstâncias, inclusive no espaço escolar, local tido como lócus de desenvolvimento, aprendizagem e convivência, que pode tornar-se também lugar de produção e reprodução da violência, tanto das mais aparentes (física, verbal, patrimonial), quanto das mais sutis (institucional, psicológica, simbólica), que por mais difíceis de serem evidenciadas, devido à imaterialidade dos atos, podem causar danos emocionais ao desenvolvimento de crianças e adolescentes. Os estudos apontam que a representação da violência está geralmente associada à falta de diálogo, e às agressões verbais e físicas, constantemente observadas na resolução de conflitos, provocados pela disputa de poder ou dificuldades interpessoais nas relações cotidianas escolares aluno/aluno ou professor, gestor/aluno. O problema que se coloca nesta pesquisa, dada sua temática, diz respeito a quais representações possibilitariam os estudantes perceber uma violência mais sutil, como a violência psicológica, verificada pelas modalidades humilhação e discriminação/rejeição na relação professor-aluno? Nesta perspectiva, este trabalho investigou as representações dos discentes do Ensino Fundamental I, de uma escola do interior de Minas Gerais,sobre a violência psicológica no contexto escolar, através da observação do cotidiano da sala de aula e de entrevista semiestruturada com 115 alunos dos quartos e quintos anos, identificando quais representações estes possuem sobre a violência no cotidiano escolar, especificamente sobre a violência psicológica, e se estes percebem ou se sentem vítimas ou não de violência psicológica na relação interpessoal educacional com o professor. Os resultados preliminares indicam que a maioria dos alunos apresenta uma representação da violência vinculada à verificação de agressões físicas, isto é, a representação da violência está ancorada à violência física, tal como em atos de bater, chutar, machucar, brigar, empurrar, matar, esfaquear, inclusive no âmbito escolar. Devido a estas representações, notou-se que a violência psicológica é pouco percebida pelos discentes, visto não haver atos físicos visíveis e pela representação de que um professor não age com violência, tendo seus atos explicados e justificados como parte do processo de ensino, o que inclui as atitudes agressivas vindas deste profissional. Ademais, outros aspectos também foram mencionados pelos participantes, tais como violência entre pares, violência verbal e relatos de vivências pessoais. Poucos alunos conceituam a violência psicológica, nomeando-a por palavras como humilhação ou a definem a partir da percepção dos sentimentos despertados em si, a exemplo de sentimentos como mágoa e tristeza.
Violence is a phenomenon present in social relations historically established and explained from cultural, political, economic and psychosocial determinations, immanent in human societies, rooted in our culture and in our memory. It can be manifested in different ways and in different circumstances, including in the school space, a place of development, learning and coexistence. It can also become a place of production and reproduction of violence, both of the most apparent (physical, verbal, patrimonial) (institutional, psychological, symbolic), which, however difficult to prove due to the immateriality of the acts, can cause emotional damage to the development of children and adolescents. The studies show that the representation of violence is usually associated with a lack of dialogue, and the verbal and physical aggressions, constantly observed in the resolution of conflicts, provoked by the power struggle or interpersonal difficulties in the daily school relations student / student or teacher, manager / student. The problem that arises in this research, given its thematic, concerns which representations would enable students to perceive a more subtle violence, such as psychological violence, verified by the humiliation modalities and discrimination / rejection in the teacher-student relationship? In this perspective, this work investigated the representations of the students of elementary school I of a school in the interior of Minas Gerais on psychological violence in the school context, through the observation of the daily routine of the classroom and a semi-structured interview with 115 students in the rooms and fifth years, identifying which representations they have about violence in school life, specifically about psychological violence, and whether they perceive or feel themselves victims or not of psychological violence in the interpersonal educational relationship with the teacher. Results indicate that most of the students present a representation of violence linked to the verification of physical aggressions, that is, the representation of violence is anchored to physical violence, such as in beating, kicking, injuring, fighting, pushing, killing, stabbing, even in school. Due to these representations, it was noticed that the psychological violence is little perceived by the students, since there are no physical acts visible and by the representation that a teacher does not act with violence, having their actions explained and justified as part of the teaching process, the which includes the aggressive attitudes coming from this professional. In addition, other aspects were also mentioned by the participants, such as peer violence, verbal violence and personal experiences. Few students conceptualize psychological violence, naming it by words as humiliation or defining it from the perception of the feelings aroused in students, such as feelings such as hurt and sadness.
Violence is a phenomenon present in social relations historically established and explained from cultural, political, economic and psychosocial determinations, immanent in human societies, rooted in our culture and in our memory. It can be manifested in different ways and in different circumstances, including in the school space, a place of development, learning and coexistence. It can also become a place of production and reproduction of violence, both of the most apparent (physical, verbal, patrimonial) (institutional, psychological, symbolic), which, however difficult to prove due to the immateriality of the acts, can cause emotional damage to the development of children and adolescents. The studies show that the representation of violence is usually associated with a lack of dialogue, and the verbal and physical aggressions, constantly observed in the resolution of conflicts, provoked by the power struggle or interpersonal difficulties in the daily school relations student / student or teacher, manager / student. The problem that arises in this research, given its thematic, concerns which representations would enable students to perceive a more subtle violence, such as psychological violence, verified by the humiliation modalities and discrimination / rejection in the teacher-student relationship? In this perspective, this work investigated the representations of the students of elementary school I of a school in the interior of Minas Gerais on psychological violence in the school context, through the observation of the daily routine of the classroom and a semi-structured interview with 115 students in the rooms and fifth years, identifying which representations they have about violence in school life, specifically about psychological violence, and whether they perceive or feel themselves victims or not of psychological violence in the interpersonal educational relationship with the teacher. Results indicate that most of the students present a representation of violence linked to the verification of physical aggressions, that is, the representation of violence is anchored to physical violence, such as in beating, kicking, injuring, fighting, pushing, killing, stabbing, even in school. Due to these representations, it was noticed that the psychological violence is little perceived by the students, since there are no physical acts visible and by the representation that a teacher does not act with violence, having their actions explained and justified as part of the teaching process, the which includes the aggressive attitudes coming from this professional. In addition, other aspects were also mentioned by the participants, such as peer violence, verbal violence and personal experiences. Few students conceptualize psychological violence, naming it by words as humiliation or defining it from the perception of the feelings aroused in students, such as feelings such as hurt and sadness.
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Palavras-chave
Representação, Violência, Violência psicológica, Relações interpessoais, Ensino, Representation, Violence, Psychological violence, Interpersonal relationships, Teaching