A produção de sentidos sobre o bullying entre professores/as no cotidiano escolar
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/19714 |
Resumo: | This dissertation is part of the LP2 research line entitled School Practices and Public Policies of the Graduate Program in Education, Federal University of Santa Maria (UFSM). The work presents as a general objective: to analyze the production of meanings of the bullying phenomenon through the narratives produced in the Investigative-formative dialogical circles by teachers of a municipal school in Alegrete/RS. It was adopted as a method of bibliographical research procedure (ABRAHÃO, 2003), anchored in the research-training (JOSSO, 2010a and 2010b). Was used as instruments the Investigative-formative dialogical circles (HENZ, 2015) entitled Dialogues: interlocutions on the production of meaning to the Bullying phenomenon in everyday school life. From the generating themes (FREIRE, 2019) the teachers' narratives were produced. The theoretical framework through the contributions of Fante (2005; 2008; 2015), Silva (2010), Rolim (2008, 2015), Freire (2011), Orlandi (2007), Milani (2003), among others. We note that the practice of punitive and/or repressive confrontation reinforced as a rapid resolution of the problem is the main form of resolution, thus absent the critical reflection of the process of confronting bullying and other violence. It was observed the need to promote preventive strategies with the purpose of facing the situation. The research also pointed to the importance of space-time for ongoing self(tran)formation with teachers, being the Dialogical Circles a viable possibility of sharing and self(tran)formation, through the narratives of formation and the permanent reflection on the teaching praxis. they contribute to the of the Culture of Peace with actions based on values, human rights, democracy, development, ethics, citizenship, as well as the attitude of no violence. It is education as an alternative to not violence. |
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network_name_str |
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repository_id_str |
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2020-03-03T21:15:58Z2020-03-03T21:15:58Z2019-08-19http://repositorio.ufsm.br/handle/1/19714This dissertation is part of the LP2 research line entitled School Practices and Public Policies of the Graduate Program in Education, Federal University of Santa Maria (UFSM). The work presents as a general objective: to analyze the production of meanings of the bullying phenomenon through the narratives produced in the Investigative-formative dialogical circles by teachers of a municipal school in Alegrete/RS. It was adopted as a method of bibliographical research procedure (ABRAHÃO, 2003), anchored in the research-training (JOSSO, 2010a and 2010b). Was used as instruments the Investigative-formative dialogical circles (HENZ, 2015) entitled Dialogues: interlocutions on the production of meaning to the Bullying phenomenon in everyday school life. From the generating themes (FREIRE, 2019) the teachers' narratives were produced. The theoretical framework through the contributions of Fante (2005; 2008; 2015), Silva (2010), Rolim (2008, 2015), Freire (2011), Orlandi (2007), Milani (2003), among others. We note that the practice of punitive and/or repressive confrontation reinforced as a rapid resolution of the problem is the main form of resolution, thus absent the critical reflection of the process of confronting bullying and other violence. It was observed the need to promote preventive strategies with the purpose of facing the situation. The research also pointed to the importance of space-time for ongoing self(tran)formation with teachers, being the Dialogical Circles a viable possibility of sharing and self(tran)formation, through the narratives of formation and the permanent reflection on the teaching praxis. they contribute to the of the Culture of Peace with actions based on values, human rights, democracy, development, ethics, citizenship, as well as the attitude of no violence. It is education as an alternative to not violence.Esta dissertação insere-se na linha de pesquisa LP2, intitulada Práticas Escolares e Políticas Públicas, do Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria (UFSM). O trabalho apresenta como objetivo geral: Analisar a produção de sentidos do fenômeno bullying mediante as narrativas produzidas nos Círculos Dialógicos Investivativo-formativos por professores/as de uma escola municipal de Alegrete/RS. Os caminhos metodológicos utilizados para o desenvolvimento da pesquisa foram: abordagem autobiográfica (ABRAHÃO, 2003), ancorado na pesquisa-formação (JOSSO, 2010a e 2010b), utilizando-se como instrumento metodológico dos Círculos Dialógicos Investigativo-formativos (HENZ, 2015) intitulado Diálogos: interlocuções sobre a produção de sentido ao fenômeno Bullying no cotidiano escolar. A partir dos temas geradores (FREIRE, 2019) foram produzidas as narrativas dos professores/as. O referencial teórico perpassa pelas contribuições de Fante (2005; 2008; 2015), Silva (2010), Rolim (2008, 2015), Freire (2011), Orlandi (2007), Milani (2003), entre outros. Constatou-se que, a prática de enfrentamento punitiva e/ou repressiva, reforçada como uma resolução rápida da problemática é a principal forma de resolução, assim, ausentando a reflexão crítica do processo de enfrentamento ao bullying e demais violências. Observou-se a necessidade de promover estratégias preventivas com o propósito claro de enfrentar a situação. A pesquisa apontou ainda a importância de espaços-tempo para a auto(trans)formação permanente com professores(as), sendo os Círculos Dialógicos uma possibilidade viável de compartilhamento e auto(trans)formação, por meio das narrativas de formação e da reflexão permanente sobre a práxis docente, que têm como contribuição a oferta da Cultura de Paz com ações pautadas nos valores, nos direitos humanos, na democracia, no desenvolvimento, na ética, na cidadania, bem como na atitude de não violência. É a educação como alternativa ao conflito e a não violência.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessBullyingPolíticas públicasCultura de pazPublic policyCulture of peaceCNPQ::CIENCIAS HUMANAS::EDUCACAOA produção de sentidos sobre o bullying entre professores/as no cotidiano escolarThe production of senses about bullying among teachers school dailyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSarturi, Rosane Carneirohttp://lattes.cnpq.br/4133511150582100Rolim, Marcos Fláviohttp://lattes.cnpq.br/7964677312864330Costa, Joacir Marques dahttp://lattes.cnpq.br/4415592608164551http://lattes.cnpq.br/0987278772623929Ferreira, Cádia Carolina Morosetti7008000000066007cc07b51-a95a-4ed8-986c-0cf8b343f645458e57ed-4ffe-4631-8830-c259a4c46ae1c9ffcf41-4c00-4d71-a168-dd2cc869ff017d101cef-e7ce-4fcf-a0ff-2415a901c467reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2019_FERREIRA_CADIA.pdfDIS_PPGEDUCACAO_2019_FERREIRA_CADIA.pdfDissertação de Mestradoapplication/pdf1328895http://repositorio.ufsm.br/bitstream/1/19714/1/DIS_PPGEDUCACAO_2019_FERREIRA_CADIA.pdfd4626687e1ea8043175a864f5bb2c1b8MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
A produção de sentidos sobre o bullying entre professores/as no cotidiano escolar |
dc.title.alternative.eng.fl_str_mv |
The production of senses about bullying among teachers school daily |
title |
A produção de sentidos sobre o bullying entre professores/as no cotidiano escolar |
spellingShingle |
A produção de sentidos sobre o bullying entre professores/as no cotidiano escolar Ferreira, Cádia Carolina Morosetti Bullying Políticas públicas Cultura de paz Public policy Culture of peace CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A produção de sentidos sobre o bullying entre professores/as no cotidiano escolar |
title_full |
A produção de sentidos sobre o bullying entre professores/as no cotidiano escolar |
title_fullStr |
A produção de sentidos sobre o bullying entre professores/as no cotidiano escolar |
title_full_unstemmed |
A produção de sentidos sobre o bullying entre professores/as no cotidiano escolar |
title_sort |
A produção de sentidos sobre o bullying entre professores/as no cotidiano escolar |
author |
Ferreira, Cádia Carolina Morosetti |
author_facet |
Ferreira, Cádia Carolina Morosetti |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sarturi, Rosane Carneiro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4133511150582100 |
dc.contributor.referee1.fl_str_mv |
Rolim, Marcos Flávio |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7964677312864330 |
dc.contributor.referee2.fl_str_mv |
Costa, Joacir Marques da |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4415592608164551 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0987278772623929 |
dc.contributor.author.fl_str_mv |
Ferreira, Cádia Carolina Morosetti |
contributor_str_mv |
Sarturi, Rosane Carneiro Rolim, Marcos Flávio Costa, Joacir Marques da |
dc.subject.por.fl_str_mv |
Bullying Políticas públicas Cultura de paz |
topic |
Bullying Políticas públicas Cultura de paz Public policy Culture of peace CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Public policy Culture of peace |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation is part of the LP2 research line entitled School Practices and Public Policies of the Graduate Program in Education, Federal University of Santa Maria (UFSM). The work presents as a general objective: to analyze the production of meanings of the bullying phenomenon through the narratives produced in the Investigative-formative dialogical circles by teachers of a municipal school in Alegrete/RS. It was adopted as a method of bibliographical research procedure (ABRAHÃO, 2003), anchored in the research-training (JOSSO, 2010a and 2010b). Was used as instruments the Investigative-formative dialogical circles (HENZ, 2015) entitled Dialogues: interlocutions on the production of meaning to the Bullying phenomenon in everyday school life. From the generating themes (FREIRE, 2019) the teachers' narratives were produced. The theoretical framework through the contributions of Fante (2005; 2008; 2015), Silva (2010), Rolim (2008, 2015), Freire (2011), Orlandi (2007), Milani (2003), among others. We note that the practice of punitive and/or repressive confrontation reinforced as a rapid resolution of the problem is the main form of resolution, thus absent the critical reflection of the process of confronting bullying and other violence. It was observed the need to promote preventive strategies with the purpose of facing the situation. The research also pointed to the importance of space-time for ongoing self(tran)formation with teachers, being the Dialogical Circles a viable possibility of sharing and self(tran)formation, through the narratives of formation and the permanent reflection on the teaching praxis. they contribute to the of the Culture of Peace with actions based on values, human rights, democracy, development, ethics, citizenship, as well as the attitude of no violence. It is education as an alternative to not violence. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-08-19 |
dc.date.accessioned.fl_str_mv |
2020-03-03T21:15:58Z |
dc.date.available.fl_str_mv |
2020-03-03T21:15:58Z |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/19714 |
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http://repositorio.ufsm.br/handle/1/19714 |
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por |
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por |
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700800000006 |
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600 |
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Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
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UFSM |
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Brasil |
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Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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