Violência na escola, práticas educativas e formação do professor Violence in the schools, educational practices and teachers' training

dc.creator	Maria Augusta Salin Gonçalves
dc.creator	Orene Maria Piovesan
dc.creator	Andrisa Link
dc.creator	Lusiana F Prestes
dc.creator	Joiciana G. Lisboa
dc.date	2005-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:26:09Z
dc.date.available	2015-08-12T11:26:09Z
dc.identifier	10.1590/S0100-15742005000300006
dc.identifier	0100-1574
dc.identifier	https://doaj.org/article/86cee360306d467f9668f058510c15f6
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30282
dc.description	O objetivo dessa investigação é compreender as possibilidades e limites de uma experiência de formação continuada de professores de ensino fundamental que lidam com adolescentes de periferia. Realizada em 2002, com 10 professores, em 15 reuniões, a pesquisa pretendeu compartilhar momentos de reflexão e diálogo, buscando minimizar a violência na escola. Discutimos teorias do desenvolvimento da moralidade e trabalhamos com os professores ações educativas (dramatização, dilemas morais e dinâmicas de grupo) que visam a favorecer a emergência de interação social construtiva. As reuniões foram analisadas com procedimentos hermenêuticos. Na sistematização dos resultados, examinamos, inicialmente, a experiência como um todo. A seguir, destacamos momentos pedagógicos significativos, em que os professores compartilharam conosco experiências educativas realizadas no período dos encontros.<br>The goal of this investigation is to understand the possibilities and limitations of an experience of continued education for primary school teachers who deal with adolescents from poor neighbourhoods. The study was conducted in 2002 and involved 10 teachers and 15 meetings, which were occasions for sharing reflections on how to minimize violence in the schools. We discussed theories of moral development and carried out educational activities (dramatization, moral dilemmas, and group dynamics) to encourage the emergence of constructive social interaction among the teachers. Meetings were assessed according to hermeneutic methods. In the systematization of results, we initially examined the experience as a whole. Next, we focused on significant pedagogical moments in the meetings, in which the teachers shared with us their educational experiences.
dc.language	Portuguese
dc.language	Spanish
dc.language	English
dc.publisher	Fundação Carlos Chagas
dc.relation	http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-15742005000300006
dc.relation	https://doaj.org/toc/0100-1574
dc.rights	CC BY-NC
dc.source	Cadernos de Pesquisa, Vol 35, Iss 126, Pp 635-658 (2005)
dc.subject	ADOLESCÊNCIA
dc.subject	VIOLÊNCIA
dc.subject	EDUCAÇÃO-CONTINUADA
dc.subject	PROFESSORES
dc.subject	ADOLESCENCE
dc.subject	VIOLENCE
dc.subject	RECURRENT EDUCATION
dc.subject	TEACHERS
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Violência na escola, práticas educativas e formação do professor Violence in the schools, educational practices and teachers' training
dc.type	article