Violence in the school context from the perspective of high school students

Author(s)

Michelly Rodrigues Esteves

• Document type: Doctoral Thesis
• Press: Ribeirão Preto.
• Institution: Universidade de São Paulo (USP). Escola de Enfermagem de Ribeirão Preto (PCARP/BC)
• Defense date: 2015-08-20

Examining board members

Maria das Graças Bomfim de Carvalho; Diene Monique Carlos; Ana Marcia Spano Nakano; Elisabete Matallo Marchesini de Padua; Eliana Mendes de Souza Teixeira Roque

• Advisor: Maria das Graças Bomfim de Carvalho

Abstract

In Brazil, teenagers are among the population groups that are most victimized by violence. The higher incidences of violence sites are the streets and homes; the school ranks in third place. This study was justified not only by the importance of moving forward on the issue of violence in the school context, but fundamentally while having the intention of discussing with teenagers the complexity of violence in that context, the different factors related to it and its influences on interactions between members of the school community. We aimed to understand the phenomenon of violence in the school context from the perspective of high school students. The theoretical framework adopted was the Complexity Paradigm according to Edgar Morin having presented the main concepts, highlighting the recursive principles, dialogic and holographic. The method adopted was the Complexity Paradigm, from a qualitative approach. The field of study was a public and urban high school in Alfenas, located in the Southern parts of the state of Minas Gerais. The subjects were students from 15 to 18 of aforementioned school. The construction of the data occurred through 11 open and individual interviews; two focus groups, followed by talks with the 11 regular high school classes; participating observation and constant notes in the field diary. All ethical aspects of research involving human beings were met. Data analysis was carried out through the Complexity Paradigm in order to further advance with comprehension, moving beyond the text content in the direction of their contexts. The first category, All starts with intolerance, brought the misunderstanding, lack of acceptance of differences that then turns into verbal, physical and psychological violence which then also involves more than the pupils, the staff and the teachers along with the remaining working people of the school. The second category, To talk about school, it is necessary to mention the streets, it showed that the streets take on different meanings depending on who watches or who passes through it. The streets can lead to various ways of which one of them is the school. The violence expressed in the streets is often traced back at school. In the third category, They have five minutes for the cigarette, but they do not have five minutes to the child, discussed the family, the many transformations that has occurred in this institution over time and the existing conflicts between the family and school. The fourth category, Violence involving the school? It goes through all of which we have said, brought a complex look on the data previously presented, searching to put in evidence the parts as a whole and all in the parts, reinforcing the thoughts belonging to Morin\'s Complexity, as well as dialogic, recursive and holographic principles. Violence in the school context cannot be analysed from a single point of view, there is a multiplicity of factors related to this issue. Its manifestations must be recognized and it should be established to coordinate them all in all and its historical partner contextualization (AU)

• FAPESP's process: 12/11088-3 - The meaning of school violence for high school students in Alfenas-MG: strategies for prevention
• Grantee: Michelly Rodrigues Esteves
• Support Opportunities: Scholarships in Brazil - Doctorate