O triângulo do diabo: família, tédio e violências na escola

• Ano de defesa: 2015
• Autor(a) principal: Lima, Diogo Acioli
• Orientador(a): Gomes, Candido Alberto da Costa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Strictu Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Educação; Violência escolar; Tédio na escola; Adolescência; Família
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/1950

Violence is a complex phenomenon since human being origins. It develops in each society according to diverse perspectives and senses. In Brazil violence manifestations tend to arise a negative moral sense underestimating its complexity. School violence leads to major concerns as a result of its serious consequences, such physical and verbal aggressions. This qualitative research project aimed to analyze likely relations among students’ family recompositions, school boredom and violence. It is a case-study of a middle school in a socially vulnerable area in the capital periphery. Research techniques were observation, focus groups, semistructured interviews, and life histories in almost one year immersion process. Results found a gap between teachers’ and students views and concepts on violence, causing further miscommunication and violence. Parents’ relative absence at home contributed to adolescents’ proximity of drug dealers and other criminals. However, recomposed families per se did not show negative impact. On the contrary, violence within families, recomposed or not, contributed to students’ violent behavior. At last, boredom resulting from non-sense academic curriculum from the students’ standpoint often led to jokes, kidding evolved to serious conflicts. This school adopted an effective strategy for facing violence, called here the use of regulated violence. Martial arts, rap, workshops and other extra curricular activities eased communication among social actors. Although the formal curriculum had little change, as a consequence of its regulations, these activities instilled new meanings to schooling.