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A POSTURA PEDAGÓGICA DO PROFESSOR NO CAMPO DA VIOLÊNCIA ESCOLAR

Abstract : This article is a result of a qualitative bibliographic research that uses how the Institutional Scholarship Teaching Initiative Program (PIBID in its Portuguese acronym) works as example. The program analyzed occurred with Pedagogy Faculty of Federal University of Santa Maria(UFSM) in order to approach the symbolic dimension of school violence. Its aim is to reflect on the theme school violence focusing on teacher-student relationship, regarding to the pedagogical position inside the classroom. PIBID’s experiences occurred in schools that receive children and young in social vulnerability situation and they are stigmatized as violent. Theoretical reference is based on authors who deal with violence, among them Abramovay (2003), Casanova (2011), Bourdieu and Passeron (1970). The perspective is to discuss, through a critical analysis on the pedagogical position in schools, how the teacher profile can develop or prevent certain violence situations inside the school. We considered pedagogical positions known as traditional tend to reinforce violence situations and conditions, no matter if physical, verbal or symbolic between teacher and student, as well as student and student. On the other hand, position based on social constructivism and dialogue, listening and search for activities that promotes the playfulness have contributed fora healthful climate at school, and consequently less violent.
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https://hal.archives-ouvertes.fr/hal-03131746
Contributor : Rosa Bortolotti <>
Submitted on : Thursday, February 4, 2021 - 4:26:57 PM
Last modification on : Saturday, May 29, 2021 - 3:33:31 AM
Long-term archiving on: : Wednesday, May 5, 2021 - 7:12:56 PM

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Rosa Bortolotti, Rosane Carneiro Sarturi. A POSTURA PEDAGÓGICA DO PROFESSOR NO CAMPO DA VIOLÊNCIA ESCOLAR. Poiésis - Revista do Programa de Pós-Graduação em Educação, 2017, 11 (20), pp.451. ⟨10.19177/prppge.v11e202017451-470⟩. ⟨hal-03131746⟩

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