Violência no espaço escolar : reflexões acerca das estratégias de prevenção aplicadas nas aulas do componente curricular projeto de vida
Ano de defesa: | 2022 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Pós-Graduação em Ensino de Ciências e Matemática
|
Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
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Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://ri.ufs.br/jspui/handle/riufs/15856 |
Resumo: | It is currently perceived how much has been said about education, especially with regard to the new demands that arise in the face of continuous technological innovations, by which society is being subjected. In view of these perspectives, there is a need for behavioral changes in favor of the development of skills that promote in these individuals the ability to become adaptable, flexible, independent and with responsibilities to act as active citizens, participating in the construction of a fair and egalitarian society and not only citizens who move the labor market. To this end, the (BNCC, 2018) proposes a set of skills to be developed in students across the country, among them, the Life Project, with the central objective of making students capable of taking of decisions based on values and principles worked in the school space. Regarding the challenges that are imposed on the ways to prevent school violence, Charlot (2002) and Sposito (2012) corroborate the same assumption that the school institution must present a resignification in its role, that is, enable pedagogical practices that provide new perspectives in order to attribute positive meanings during the development of children and adolescents. However, this research, approved by the Ethics Committee/UFS with CAEE: 51235021.1.0000.5546, is exploratory-descriptive, with a qualitative approach, whose main objective is to promote a reflection on school violence in a perspective of reflecting on prevention/reduction strategies, developed by teachers involved in the Life Project curricular component, in integral high schools in the State of Sergipe, where semistructured interviews and data processing, Discursive Textual Analysis, were used for data collection. with the participation of five teachers from the network who taught the Life Project before as well as during the COVID-19 pandemic. In this way, the results showed us two types of recurrent practices in the school space when referring to the prevention/reduction of violence: actions to mobilize behaviors that aim at good coexistence and tolerance; and interventional actions, where these reveal teaching practices applied by some of the teachers intentionally, of a preventive nature, but punctual and discontinuous. In view of this perspective, it is suggested that prevention practices need to be developed throughout the teaching and learning process, especially in this new curricular component, whose intention is to develop the socio-emotional of their students so that they build interpersonal relationships favorable to their performance both personally and professionally. |
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Félix, Fernanda SeabraAraújo, Yzila Liziane Farias Maia de2022-06-06T19:33:20Z2022-06-06T19:33:20Z2022-05-31FELIX, Fernanda Seabra. Violência no espaço escolar : reflexões acerca das estratégias de prevenção aplicadas nas aulas do componente curricular projeto de vida. 2022. 150 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022.http://ri.ufs.br/jspui/handle/riufs/15856It is currently perceived how much has been said about education, especially with regard to the new demands that arise in the face of continuous technological innovations, by which society is being subjected. In view of these perspectives, there is a need for behavioral changes in favor of the development of skills that promote in these individuals the ability to become adaptable, flexible, independent and with responsibilities to act as active citizens, participating in the construction of a fair and egalitarian society and not only citizens who move the labor market. To this end, the (BNCC, 2018) proposes a set of skills to be developed in students across the country, among them, the Life Project, with the central objective of making students capable of taking of decisions based on values and principles worked in the school space. Regarding the challenges that are imposed on the ways to prevent school violence, Charlot (2002) and Sposito (2012) corroborate the same assumption that the school institution must present a resignification in its role, that is, enable pedagogical practices that provide new perspectives in order to attribute positive meanings during the development of children and adolescents. However, this research, approved by the Ethics Committee/UFS with CAEE: 51235021.1.0000.5546, is exploratory-descriptive, with a qualitative approach, whose main objective is to promote a reflection on school violence in a perspective of reflecting on prevention/reduction strategies, developed by teachers involved in the Life Project curricular component, in integral high schools in the State of Sergipe, where semistructured interviews and data processing, Discursive Textual Analysis, were used for data collection. with the participation of five teachers from the network who taught the Life Project before as well as during the COVID-19 pandemic. In this way, the results showed us two types of recurrent practices in the school space when referring to the prevention/reduction of violence: actions to mobilize behaviors that aim at good coexistence and tolerance; and interventional actions, where these reveal teaching practices applied by some of the teachers intentionally, of a preventive nature, but punctual and discontinuous. In view of this perspective, it is suggested that prevention practices need to be developed throughout the teaching and learning process, especially in this new curricular component, whose intention is to develop the socio-emotional of their students so that they build interpersonal relationships favorable to their performance both personally and professionally.Atualmente é percebido o quanto se tem falado sobre educação, principalmente no que diz respeito às novas demandas que vão surgindo perante as contínuas inovações tecnológicas, pelas quais a sociedade está sendo submetida. Diante dessas perspectivas, surge a necessidade de mudanças de comportamento em prol do desenvolvimento de habilidades que promovam nesses indivíduos a capacidade de se tornarem adaptáveis, flexíveis, independentes e com responsabilidades para atuarem como cidadãos ativos, participando da construção de uma sociedade justa e igualitária e não somente cidadãos que movem o mercado de trabalho. Para tal, a Base Nacional Curricular Comum (BNCC, 2018), propõe um conjunto de competências a serem desenvolvidas nos estudantes de todo o país, dentre estas, o Projeto de vida, tendo como objetivo central fazer com que os alunos sejam capazes de tomadas de decisões com base em valores e princípios trabalhados no espaço escolar. No tocante aos desafios que se impõem perante os caminhos para prevenção da violência escolar, Charlot (2002) e Sposito (2012) corroboram com o mesmo pressuposto de que a instituição escola deve apresentar uma ressignificação em seu papel, ou seja, possibilitar em seu interior práticas pedagógicas que propiciem novas perspectivas de modo a atribuir significados positivos durante o desenvolvimento das crianças e adolescentes. Contudo, a presente pesquisa, aprovada pelo Comitê de Ética/UFS com o CAEE: 51235021.1.0000.5546, apresenta-se do tipo exploratória-descritiva, com abordagem qualitativa, cujo objetivo principal visa promover uma reflexão acerca da violência escolar numa perspectiva de refletir sobre estratégias de prevenção/redução, desenvolvidas pelos docentes envolvidos no componente curricular Projeto de Vida, nas escolas de ensino médio integral do Estado de Sergipe, onde foi utilizado para a coleta de dados a entrevista semiestruturada e o tratamento de dados, a Análise Textual Discursiva, contando com a participação de cinco docentes da rede que ministraram o Projeto de Vida antes como também durante a pandemia do COVID-19. Deste modo, os resultados nos mostraram dois tipos de práticas recorrentes no espaço escolar quando referidas à prevenção/redução de violência: ações de mobilização de comportamentos que visam boa convivência e tolerância; e ações interventivas, onde estas revelam práticas docentes aplicadas por alguns dos professores de forma intencional, de cunho preventivo, porém pontuais e descontínuas. Diante desta perspectiva, sugere-se que as práticas de prevenção precisam ser desenvolvidas ao longo do processo de ensino e aprendizagem, principalmente neste novo componente curricular, cuja intencionalidade é de desenvolver o socioemocional de seus educandos para que construam relações interpessoais favoráveis ao seu desempenho tanto na esfera pessoal como profissional.São Cristóvão, SEporEducaçãoViolência na escolaValores sociaisComportamento humanoCulturaEducationValuesCulture of peaceCIENCIAS HUMANAS::EDUCACAOViolência no espaço escolar : reflexões acerca das estratégias de prevenção aplicadas nas aulas do componente curricular projeto de vidainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ensino de Ciências e MatemáticaUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessORIGINALFERNANDA_SEABRA_FELIX.pdfFERNANDA_SEABRA_FELIX.pdfapplication/pdf2317066https://ri.ufs.br/jspui/bitstream/riufs/15856/2/FERNANDA_SEABRA_FELIX.pdff4ee03beddbe4cca9cde6f12f95e2393MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/15856/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51TEXTFERNANDA_SEABRA_FELIX.pdf.txtFERNANDA_SEABRA_FELIX.pdf.txtExtracted texttext/plain339926https://ri.ufs.br/jspui/bitstream/riufs/15856/3/FERNANDA_SEABRA_FELIX.pdf.txt5b82a0050e6c01fb29c84a0ad640040dMD53THUMBNAILFERNANDA_SEABRA_FELIX.pdf.jpgFERNANDA_SEABRA_FELIX.pdf.jpgGenerated Thumbnailimage/jpeg1300https://ri.ufs.br/jspui/bitstream/riufs/15856/4/FERNANDA_SEABRA_FELIX.pdf.jpg8471ecc10426f1b3aad20f18b4cf579bMD54riufs/158562022-06-06 16:33:24.239oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-06-06T19:33:24Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Violência no espaço escolar : reflexões acerca das estratégias de prevenção aplicadas nas aulas do componente curricular projeto de vida |
title |
Violência no espaço escolar : reflexões acerca das estratégias de prevenção aplicadas nas aulas do componente curricular projeto de vida |
spellingShingle |
Violência no espaço escolar : reflexões acerca das estratégias de prevenção aplicadas nas aulas do componente curricular projeto de vida Félix, Fernanda Seabra Educação Violência na escola Valores sociais Comportamento humano Cultura Education Values Culture of peace CIENCIAS HUMANAS::EDUCACAO |
title_short |
Violência no espaço escolar : reflexões acerca das estratégias de prevenção aplicadas nas aulas do componente curricular projeto de vida |
title_full |
Violência no espaço escolar : reflexões acerca das estratégias de prevenção aplicadas nas aulas do componente curricular projeto de vida |
title_fullStr |
Violência no espaço escolar : reflexões acerca das estratégias de prevenção aplicadas nas aulas do componente curricular projeto de vida |
title_full_unstemmed |
Violência no espaço escolar : reflexões acerca das estratégias de prevenção aplicadas nas aulas do componente curricular projeto de vida |
title_sort |
Violência no espaço escolar : reflexões acerca das estratégias de prevenção aplicadas nas aulas do componente curricular projeto de vida |
author |
Félix, Fernanda Seabra |
author_facet |
Félix, Fernanda Seabra |
author_role |
author |
dc.contributor.author.fl_str_mv |
Félix, Fernanda Seabra |
dc.contributor.advisor1.fl_str_mv |
Araújo, Yzila Liziane Farias Maia de |
contributor_str_mv |
Araújo, Yzila Liziane Farias Maia de |
dc.subject.por.fl_str_mv |
Educação Violência na escola Valores sociais Comportamento humano Cultura |
topic |
Educação Violência na escola Valores sociais Comportamento humano Cultura Education Values Culture of peace CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Education Values Culture of peace |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
It is currently perceived how much has been said about education, especially with regard to the new demands that arise in the face of continuous technological innovations, by which society is being subjected. In view of these perspectives, there is a need for behavioral changes in favor of the development of skills that promote in these individuals the ability to become adaptable, flexible, independent and with responsibilities to act as active citizens, participating in the construction of a fair and egalitarian society and not only citizens who move the labor market. To this end, the (BNCC, 2018) proposes a set of skills to be developed in students across the country, among them, the Life Project, with the central objective of making students capable of taking of decisions based on values and principles worked in the school space. Regarding the challenges that are imposed on the ways to prevent school violence, Charlot (2002) and Sposito (2012) corroborate the same assumption that the school institution must present a resignification in its role, that is, enable pedagogical practices that provide new perspectives in order to attribute positive meanings during the development of children and adolescents. However, this research, approved by the Ethics Committee/UFS with CAEE: 51235021.1.0000.5546, is exploratory-descriptive, with a qualitative approach, whose main objective is to promote a reflection on school violence in a perspective of reflecting on prevention/reduction strategies, developed by teachers involved in the Life Project curricular component, in integral high schools in the State of Sergipe, where semistructured interviews and data processing, Discursive Textual Analysis, were used for data collection. with the participation of five teachers from the network who taught the Life Project before as well as during the COVID-19 pandemic. In this way, the results showed us two types of recurrent practices in the school space when referring to the prevention/reduction of violence: actions to mobilize behaviors that aim at good coexistence and tolerance; and interventional actions, where these reveal teaching practices applied by some of the teachers intentionally, of a preventive nature, but punctual and discontinuous. In view of this perspective, it is suggested that prevention practices need to be developed throughout the teaching and learning process, especially in this new curricular component, whose intention is to develop the socio-emotional of their students so that they build interpersonal relationships favorable to their performance both personally and professionally. |
publishDate |
2022 |
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2022-06-06T19:33:20Z |
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2022-06-06T19:33:20Z |
dc.date.issued.fl_str_mv |
2022-05-31 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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FELIX, Fernanda Seabra. Violência no espaço escolar : reflexões acerca das estratégias de prevenção aplicadas nas aulas do componente curricular projeto de vida. 2022. 150 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/15856 |
identifier_str_mv |
FELIX, Fernanda Seabra. Violência no espaço escolar : reflexões acerca das estratégias de prevenção aplicadas nas aulas do componente curricular projeto de vida. 2022. 150 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2022. |
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