Os conflitos em ambientes escolares: um olhar além da superfície
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Data
2019-02-27
Autores
Pereira, Lilian Rodrigues Martins
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
No Brasil, percebe-se um aumento de ações violentas e agressivas, na resolução de conflitos, fenômeno que tem sido objeto de estudo não só da Educação, como também da Psicologia, da Sociologia e da Saúde. No âmbito escolar, além de gerar tensões nas relações sociais, interferem no processo de ensino-aprendizagem. Diante desse cenário, a pesquisa teve como objetivo estudar os conflitos entre alunos e as formas de resolução, através da percepção dos sujeitos escolares, assim como por intermédio da revisão de literatura e dos documentos escolares, tendo em vista propor possibilidades à aprendizagem e ao desenvolvimento das relações sociais, no sentido de melhorar as relações no ambiente escolar. O trabalho é composto por uma revisão de literatura, seguida de reflexões teóricas e uma investigação qualitativa, a qual teve como objeto de estudo os conflitos entre os alunos. A partir da definição do objetivo e da apresentação das concepções de educação escolar e prática educativa que norteiam este trabalho, levantaram-se conhecimentos acerca da temática, em quatro bases de dados: SciELO, ERIC, CAPES e BDTD. Em seguida, apresentam-se reflexões a respeito de conflito, violência e relações sociais na escola. Na pesquisa empírica de cunho qualitativo, utilizaram-se, para a coleta de dados: observação, questionário e entrevista. Os participantes da pesquisa foram os alunos dos quartos e quintos anos do Ensino Fundamental, os professores das classes, professores e monitores culturais e os coordenadores de uma escola pública municipal de tempo integral da Região Centro-Oeste paulista. A análise do fenômeno realizou-se à luz do conhecimento científico e considerou a influência do contexto, da cultura e da sociedade. O estudo parte da premissa de que o enfoque, na abordagem do conflito, deve ser formativo. Por isso, pretendeu-se, com base nos dados da pesquisa relacionados ao estudo teórico, analisar os conflitos entre os alunos e propor possibilidades para a ação educativa. Os resultados da análise, no grupo pesquisado, apontam para uma relação entre dificuldades na aprendizagem e no relacionamento social, com ações pautadas em violência e agressão, assim como para abordagens mais pontuais e reativas, por parte da escola, sobre o fenômeno. Como resultado do estudo, entendemos a necessidade de trabalhar com os conflitos de maneira formativa e elaboramos um produto educativo, direcionado aos alunos, que permita a aprendizagem e o desenvolvimento das relações sociais, com orientações pedagógicas aos professores, que favoreça aos alunos o desenvolvimento de habilidades sociais capazes de promover a humanização das relações sociais, no ambiente escolar. Com tais proposições, esperamos contribuir, mesmo que discretamente, com uma abordagem intencional e planejada nas práticas pedagógicas dirigidas à resolução de conflitos e à prevenção da violência, pautadas no conhecimento, no respeito, na tolerância e na dignidade humana, aspectos importantes para a formação de indivíduos socialmente responsáveis.
In Brazil, there is an increase in violent and aggressive actions in the resolution of conflicts, a phenomenon that has been the object of study not only of Education, but also of Psychology, Sociology and Health. In the school context, besides generating tensions in social relations, interfere in the teaching-learning process. In view of this scenario, the research had as objective to study the conflicts between students and the forms of resolution, through the perception of the school subjects, as well as through the review of literature and school documents, aiming to propose possibilities for learning and development of social relations, in order to improve relations in the school environment. The work is composed of a review of the literature, followed by theoretical reflections and a qualitative investigation, which had as object of study the conflicts between the students. Based on the definition of the objective and the presentation of the conceptions of school education and educational practice that guide this work, knowledge about the subject was raised in four databases: SciELO, ERIC, CAPES and BDTD. Then, reflections on conflict, violence and social relations in the school are presented. In qualitative empirical research, data collection, observation, questionnaire and interview were used. The research participants were fourth and fifth year primary school students, teachers of classes, teachers and cultural monitors and the coordinators of a full-time municipal public school in the Center-West region of São Paulo. The analysis of the phenomenon was carried out in the light of scientific knowledge and considered the influence of context, culture and society. The study starts from the premise that the focus, in the approach to conflict, must be formative. Therefore, it was intended, based on research data related to the theoretical study, to analyze the conflicts among the students and to propose possibilities for the educational action. The results of the analysis, in the group studied, point to a relationship between learning difficulties and social relationships, with actions based on violence and aggression, as well as more punctual and reactive approaches by the school about the phenomenon. As a result of the study, we understand the need to work with conflicts in a formative way and we elaborate an educative product, directed to the students, that allows the learning and the development of the social relations, with pedagogical orientations to the teachers, that favors to the students the development of social skills capable of promoting the humanization of social relations in the school environment. With these proposals, we hope to contribute, even if discretely, to an intentional and planned approach in pedagogical practices aimed at conflict resolution and violence prevention, based on knowledge, respect, tolerance and human dignity, important aspects for the formation of socially responsible individuals.
In Brazil, there is an increase in violent and aggressive actions in the resolution of conflicts, a phenomenon that has been the object of study not only of Education, but also of Psychology, Sociology and Health. In the school context, besides generating tensions in social relations, interfere in the teaching-learning process. In view of this scenario, the research had as objective to study the conflicts between students and the forms of resolution, through the perception of the school subjects, as well as through the review of literature and school documents, aiming to propose possibilities for learning and development of social relations, in order to improve relations in the school environment. The work is composed of a review of the literature, followed by theoretical reflections and a qualitative investigation, which had as object of study the conflicts between the students. Based on the definition of the objective and the presentation of the conceptions of school education and educational practice that guide this work, knowledge about the subject was raised in four databases: SciELO, ERIC, CAPES and BDTD. Then, reflections on conflict, violence and social relations in the school are presented. In qualitative empirical research, data collection, observation, questionnaire and interview were used. The research participants were fourth and fifth year primary school students, teachers of classes, teachers and cultural monitors and the coordinators of a full-time municipal public school in the Center-West region of São Paulo. The analysis of the phenomenon was carried out in the light of scientific knowledge and considered the influence of context, culture and society. The study starts from the premise that the focus, in the approach to conflict, must be formative. Therefore, it was intended, based on research data related to the theoretical study, to analyze the conflicts among the students and to propose possibilities for the educational action. The results of the analysis, in the group studied, point to a relationship between learning difficulties and social relationships, with actions based on violence and aggression, as well as more punctual and reactive approaches by the school about the phenomenon. As a result of the study, we understand the need to work with conflicts in a formative way and we elaborate an educative product, directed to the students, that allows the learning and the development of the social relations, with pedagogical orientations to the teachers, that favors to the students the development of social skills capable of promoting the humanization of social relations in the school environment. With these proposals, we hope to contribute, even if discretely, to an intentional and planned approach in pedagogical practices aimed at conflict resolution and violence prevention, based on knowledge, respect, tolerance and human dignity, important aspects for the formation of socially responsible individuals.
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Palavras-chave
Conflitos na escola, Violência na escola, Relacionamentos sociais, Conflicts in school, Violence in school, Educational practice, Social relationships, Prática educativa