A violência doméstica e as dificuldades de aprendizagens em jovens de escolas públicas de ensino médio de Santa Maria/RS

• Ano de defesa: 2013
• Autor(a) principal: Rossato, Verginia Medianeira Dallago
• Orientador(a): Soares, Félix Alexandre Antunes
• Banca de defesa: Roese, Adriana , Schetinger, Maria Rosa Chitolina , Barbosa, Nilda Berenice de Vargas , Silva, Thomas Josué
• Tipo de documento: Tese
• 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 em Ciências: Química da Vida e Saúde
• Departamento: Ciências Biológicas
• País: BR
• Palavras-chave em Português: Violência doméstica; Juventude; Ensino médio; Aprendizagem; Escola pública
• Palavras-chave em Inglês: Domestic violence; Youth; High school; Learning; Public school
• Área do conhecimento CNPq: CNPQ::CIENCIAS BIOLOGICAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/3529

In the proposed research we look for a relation between domestic violence, experienced by young people attending high school in public schools in the municipality of Santa Maria/RS, and possible learning problems presented by them. The city was divided into 6 regions, in 2006 there were 21 public state schools distributed in the city, namely: north, south, east, west, center and countryside. In order to define the sample used in the research we randomly selected 12 schools distributed in different regions to take part in the research. The methodology was quantitative and qualitative, conducted in three stages: the application of questionnaires to 376 young people attending high school in 2009, in one of 12 state schools, focus groups with a total of 27 young people in each of the 6 regions in 2010 and the last stage that was meetings with a total of 74 teachers from 6 different schools in 2011. Among the results we found that the amount of failures in youg in the first stage was 56.9%, the reasons given by them were categorized as personal difficulty (PD), learning difficulties (LD) and difficulty in school (DS). We tested the association between variables as PD, LD and DS between different regions and found PD as significant higher in the downtown area (54.6%), this could indicates that personal difficulties interfere with the level of approval students living at this location. There was a significant difference between those students who have experienced violence with reproval once 66.1% of them failed. Confirming the data obtainde, when we analyze whether the violence suffered by the student would cause difficulties for them, we find that this is only significant for PD in 39% of cases. We note that the PD were identified as significant for failure in youngs. The results related to domestic violence (DV) recorded a rate of 22.9%, the highest rate of DV was psychological, with 13.8%, then 11.7% of physical and sexual with 0.8 %. In the focus groups stage, the analysis pointed out that many reported cases that were categorized according to the different types of Domestic Violence (DV), indicating that the violence suffered by young people, influences on learning. In the 3rd stage the results showed separation from families regarding school, overloading of teachers with student demand and attempts, often unsuccessful, to arouse interest among young people in relation to what is taught. The Domestic violence more reported by teachers was the psychological, with reports of changes in behavior of students who bring impairment to learning. We emphasize the need to integrate the disciplines with the context for that knowledge to be meaningful in the lives of young people and can contribute to a more harmonious life avoiding situations of violence.