Sou professora e fui agredida : a formação do professor para enfrentar a violência da escola

• Ano de defesa: 2014
• Autor(a) principal: Cante, Vanderlei Bonoto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Formação de professor; Violência contra o professor; Ética; Fraternidade; Princípio da dignidade humana; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Teacher training; Violence against the teacher; Ethics; Fraternity; Principle of human dignity
• Link de acesso: http://ri.ufmt.br/handle/1/420

The research seeks to deepen the discussion about teacher training to deal with violence at school and aims to understand the various forms of symbolic violence, in particular violence of the school, which also victimizes, teachers process. Trying to understand the provocative situations of violations and mainly as assisting the teacher in his training for the fight against school violence, the question is: What is the nature of the aggression by the teacher at school? Frequency and intensity with which such acts hit the teacher in the State of Mato Grosso? The point that the Statute of Children and Adolescents and the Criminal Code on this kind of violence? Symbolic violence goes through discussions in ethics, brotherhood, moral and human dignity? What teacher training to act in cases of violence? The research its foundations in the qualitative case study approach was developed type and relying on data from state schools Rondonópolis/ Mato Grosso. To achieve this goal we investigated the pedagogical curriculum proposals (PPCs) of degree courses of letters-Portuguese, mathematics and pedagogy of the Federal University of Mato Grosso/UFMT Campus Rondonópolis and existing continuing education programs in schools where they have aggression. And lastly proceeded to interviews with teachers, battered-the research subjects. The results showed that the PPCs analyzed do not include this component in the initial training and continuing education programs do not address this issue in their proposals. We also observed the lack of training of teachers in relation to their rights and, due to her inaction as to take the initiative for the offense causing them illness and high stress situations, these factors evidenced by most professionals assaulted, being women have the highest incidence. The study also highlighted the need to invest more in training focused on the principles of ethics, brotherhood, moral and human dignity.