"Caminhando sobre o fio da navalha": um estudo sobre a antípoda violência x não-violência e seus entrelaçamentos com os conceitos de autoritarismo, autoridade e liberdade a partir de falas docentes

• Ano de defesa: 2006
• Autor(a) principal: Pacheco, Claudia Regina Costa
• Orientador(a): Cunha, Jorge Luiz da
• Banca de defesa: Dani, Lúcia Salete Celich , Corrêa, Guilherme Carlos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Violência; Educação; História oral
• Palavras-chave em Inglês: Violence; Education; Oral history
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/6793

This work shows the studies carried out about the antipode Violence x Non-Violence and its interlinks with the concepts of authoritarism, authority and liberty from the view of the teachers voice. A bibliographical research associated to the methodology of Oral History in the modality of Thematic Oral History was accomplished. The research aimed essentially to comprehend the concepts from the point of view of the teachers representations. Teachers from public and private schools at the city of Santa Maria, Rio Grande do Sul State, Brazil were interviewed. The interviews took place in two stages. In the first stage a semi-structured interview with a plan with fifteen questions was used. On the other hand, in the second stage, we hold a conversation with the teachers about their memories regarding their education while students. The Oral History considerate as the History of the Contemporaries made it possible together with the Theory of the Representations to (re)think the antipode and the concepts focusing a complex and conflictuous educational field. The teachers voices allowed an experiencing the life and a building of new nervures . Violence x Non-Violence consisted of a contraposition to be considered in the search of a Culture of Peace. Due to that, it was necessary to comprehend the polysemic character of violence, of authority and of liberty discussing the conflictuous features at school. While discussing the questions of the authority and of the authoritarism some confusion showed up due to the fact that the limit line between both is very feeble. In this way, we attempted to rethink the teacher s authority, forefront the complexity of the educational field, from the teacher s competence and generosity. Beyond the meaning of the word liberty we made an attempt to reflect about its accomplishment possibilities and (im)possibilities in the school environment. We could perceive the presence of limited liberties as well as a strong relation between liberty and responsibility. In this perspective, to be free meant to act in a situational world where each situation is a challenge and a possibility of free human action. So many reflections lead to (un)conclusions that, quoting the poet Antonio Machado, there are no roads in the sea only pathways. The authors of these Histories of the education need to enterprise in this walking on the razor s edge aiming to find possible alternatives for a more human formation for the mankind.