A violência escolar retratada pelas lentes do cinema

This work of completion is inserted at the interface between violence and school, and how you want to portray violence in school is represented in film productions. We consider important to first discuss in depth the concepts of violence to better understand the phenomenon of school violence, which is a subject much discussed in recent times. One of the types of violence very often nowadays, taking forms that we can call as new, in primary education schools, as well as in society in general, is known as bullying, for some authors the concept is very close to the definition of prejudice in with respect to social factors that reflect the target groups of this type of violence. Other authors also research on the expansion of the recent phenomenon known as School Shooting, which means school shootings, very common in American schools. Our study builds on ideas Debarbieux and Blaya (2002) that treat violence more broadly, taking into account the reports of the victims, including symbolic violence, the institutional and physical. For them, every concept must take into consideration how it was socially constructed, to thereafter be searched. Our goal is to analyze and understand how the issue of school violence is treated theoretically and also as is portrayed through the lens of cinema. Our study is theoretically based on authors like Debarbieux, Blaya, Bourdieu, Charlot, Arendt, Foucault, Sposito, among others, and use the qualitative approach, working with content analysis of films

Juventude e políticas públicas: uma análise dos programas direcionados aos jovens da periferia urbana

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Uma análise da tradução de vocábulos relacionados à violência e criminalidade presentes em três obras de Patrícia Melo

Pós-graduação em Estudos Linguísticos - IBILCE

Moralidade e violência nas escolas na visão dos professores

Pós-graduação em Psicologia - FCLAS

Educação em valores: solução para a violência e indisciplina na escola?

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A temática da violência escolar na formação docente inicial: das lacunas existentes às discussões necessárias

This paper emerged from a reflection on the troubles afflicting and shocked teachers, especially early in his career, among which stands out both in studies and in reports propagated by the teachers themselves: the violence manifested in and out of classrooms. Given this finding and the obvious need for overcoming beyond ephemeral measures, this research outlines two equally important goals: a) incite the discussion of violence at the time of initial teacher training as well as the emergence of new studies concerning this subject in academic research and b) transgress the tradition of research that consists in recommending prescriptions to be applied about how banning school violence, disregarding the peculiarities of each context. These objectives are derived from following question: which strategies are developed in undergraduate courses that aim to preparing of future teachers to deal with the phenomenon of violence in elementary school? Intending to answer this question and, therefore, contemplate the objectives outlined we opted for specialized bibliographic material analysis, systematically selected as the method. As a main result, it was found that the discussion of the theme of school violence in the initial teacher training is something still scarce in practice and incipient in the sphere of research. Therefore, we emphasize the importance of strengthening of this discussion so that when they get into career teaching, future teachers feel adequately subsidized up to face the everyday challenges that may manifest over the profession.

Sobre O tronco, romance de Bernardo Élis

The conception of O tronco was influenced by Hegel´s ideas. The genesis of this novel is in Bernardo Élis’ purpose of writing a monograph on land ownership conflicts in Goiás, later transformed into a new project, the novel O tronco. The same ideological position of the author gives the argumentative direction of the novel; his ideological background determines the choice of the theme, associated with images expanded by the procedures of argumentation that permeate the literary discourse. Thus, in face of the undeniable aesthetic value of Élis´work, we analyzed O tronco, specifically the argumentation that guides the literary narrative, enhanced by the artistic treatment of violence, its theme, as the result of the struggle for power. The novel was published in 1956; the author, heir to the literary regionalism of the 30s, through an artistic and calculated combination of the story of a local government and literature, accuses, judges the exacerbated domination of a particular social group in a region in Goiás.

As situações de violência nos espaços das escolas: a voz dos alunos

The article aims to outline the situations of violence and vulnerability faced by young people in schools. To understand the scenario transposition of everyday violence for school spaces has become critical analysis of the phenomenon by a new perception in the voice of the students. Thus, from the application of semi-structured questionnaires for young people between 15 and 17 years was possible closer to the diagnosis. The notes, in the end, gave birth to a path of joint efforts between the school and the community providing refl ections on the subject.

O ringue escolar: as meninas no tatame

Whereas acts of violence in the school environment reflect cultural changes and social developments experienced by contemporary society, an important aspect to be studied with regard to gender issues, specifically those related to the new role assumed by women in contemporary society. Thus, this project aims to analyze the relationship between gender and school violence from the investigation of the perception that students in a class of high school, a public school in the city of Rio Claro, have on the subject. In addition, we attempted to contextualize historically gender relations throughout history; identify which gender is the highest occurrence of fights, as well as list the reasons identified by students for violence in the school environment. The results showed that school violence committed by females is performed by the towering male. And that in a nutshell, the reasons identified for the occurrence of school violence are related to disrespect, prejudices, misunderstandings, emotional issues and conflicts occurring in everyday spot.

Análise do tema bullying em revistas femininas para adolescentes

Practices of violence such as physical and verbal aggression, provocations, humiliations and exclusion that occur mainly among young people in schools are named as bullying and the aim of this qualitative-descriptive study was to investigate how this phenomenon is represented by magazines directed to teenage girls. The analysis was conducted in fifteen articles of four Brazilian magazines: Capricho, Todateen, Atrevida and Yes Teen through thematic categories: 1) Definitions and explanations about bullying; 2) Magazines’ proposals to the confrontation against bullying (2.1 Campaigns and orientations against bullying; 2.2 Advices about how to act in the presence of bullying; 2.3 Examples of “overcoming” to people who suffered bullying and 2.4 Advices given to people who practice bullying). It was identified the presence of hierarchies, stereotypes and the incentive to competition. There is the predominance of normative and excluding patterns, advices that individualize the issue and lack of critical reflection.

Bullying: dimensões psicológicas no desenvolvimento moral

Understanding and assessing the extent of psychological mechanisms that operate in actions of specific violence acts such as bullying can contribute to the discussion of educational interventions that promote moral education as desired by educational institutions. The current research aimed toD correlateD this form of violence called bullying to representations of the self and even to the ways in which the subjects self-regulate themselves in hypothetical situations which pose the problem, thus identifying their moral commitments or non-commitments. The procedures followed to check the presence of these correlationsDindicate that subjects whose self-representations are individualistic are less morally committed and more likely to be perpetrators in bullying situations. This shows that more than a social problem, the issues of coexistence should be treated from a moral perspective.

Violência simbólica contra educandos transmitida historicamente pela cultura dominante

The aim of this study is to conduct a reflective analysis of violence symbolic in the light of the specific case of ideology. For its realization as we starting point the participant observation in classrooms of elementary school. In this process selected two cases (from many observed) that have become emblematic in the production of this work, which brought elements of evident symbolic violence experienced by students. The schoolis part of a social system and ideological and historically constructed in its place there are many cases of students victims of this violence, which reveals the need for this issue to receive the appropriate attention. Remember that you need to understand the deeper aspects of violence practiced on a symbolic way which creates a culture that camouflages violent ideology behind.

Vozes de trabalhadores na ditadura civil-militar: ensaios sobre literatura, memória e testemunho

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Tensõe e ajustes entre tradição e modernidade nas definições de padrões da música sertaneja entre os anos 50 e 70

Pós-graduação em História - FCHS

Violência no futebol brasileiro: os discursos de torcedores organizados

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)