Gestão de conflitos e combate às manifestações de violência em escolas públicas de Barcarena - Pará - Brasil
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2017-03-03
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O presente estudo, realizado em três escolas da rede pública do Município de Barcarena (área urbana)
objetivou investigar como as referidas escolas, enquanto organizações escolares, se articulam
internamente pela ação intencional dos seus atores históricos, na gestão de conflitos e no combate às
manifestações de violência no seu interior, a partir da compreensão de seis categorias de análise:
segurança-insegurança, relações interpessoais entre os atores escolares, gestão de conflitos e violência
em meio escolar, fatores propiciadores de uma boa convivência escolar, gestão da sala de aula e relação
entre poder central e escola na gestão de conflitos e combate à violência. O método de análise utilizado
foi o dialético, através dos seus princípios básicos: totalidade, historicidade, complexidade,
dialeticidade, praxidade e cientificidade, apresentado por Severino (2007) e Ghedin & Franco (2008).
O estudo caraterizou-se como uma abordagem quantitativa-qualitativa, fazendo-se uso do
questionário, a 612 alunos, da entrevista estruturada, aplicada a 63 professores e 15 componentes das
equipas gestoras, e, ainda, da pesquisa documental para estabelecer o perfil de cada escola. Os
resultados indicaram que, para a maioria dos professores, gestores e alunos, os espaços da escola são
vistos como seguros, ao contrário da sua vizinhança, onde prevalece um clima bastante acentuado de
insegurança, principalmente devido ao tráfico de drogas e suas consequências. Constatou-se que paira,
ainda, nas escolas uma visão significativa do conflito negativo e uma relação direta entre conflito e
violência, sendo muito comum os pais serem culpabilizados pelas suas manifestações. Acreditam,
porém, os atores pesquisados, que devem ser cultivadas, na escola, relações de convivência justas,
mediadas pelo diálogo, com professores e equipas gestoras competentes e afinadas com alunos e
comunidade e que as intervenções partilhadas devem ultrapassar o espaço da sala de aula e os muros
da escola, envolvendo, igualmente, a participação efetiva da comunidade na sua vizinhança, cujo
objetivo maior diz respeito ao pleno desenvolvimento do aluno. Os dados também apontam para a
existência de uma guerra declarada entre o poder central e os atores escolares e sua representação
maior, facto que incompatibiliza o binómio estrutura-ação e as suas múltiplas imbricações e
interdependências. Infere-se, porém, a partir das opiniões de muitos professores e equipas gestoras, a
necessidade urgente do estabelecimento do princípio da reciprocidade mútua, para que o processo de
construção de escolas democráticas seja realmente consolidado.
The present study, was conducted in three public schools in the urban area of the Municipality of Barcarena and aimed to look into how they articulate themselves internally as organizations through the action of their historical actors in order to be able to manage conflicts and in combat violence manifestations from within. It departed from the understanding of six categories of analysis: securityinsecurity, interpersonal relationships among school actors, conflict management and violence prevention in schools, factors that account for a good school life, classroom management and relationship between central government and school as regards conflict management and violence prevention and resolution. The analysis method that was followed was the dialectic one, through its basic principles: totality, historicity, complexity, dialectics, praxis and scientificity as was presented by Severino (2007) and Ghedin & Franco (2008). The study entailed an approach that was both quantitative and qualitative, for it made use of a questionnaire, applied to 612 students, a structured interview, applied to 63 teachers and 15 members of the management staff and included a document analysis to determine the profile of each school. Results indicated that for most teachers, administrators and students school spaces are safe, unlike its surroundings, where a strong feeling of insecurity prevails, mainly due to drug trafficking and its consequences. It was also observed that schools still have a significantly negative view of conflicts, establishing a direct relationship between conflict and violence, for which parents are often blamed. School actors believe, though, that schools should create the conditions for a fair, harmonious coexistence, mediated by the dialogue between teachers and competent management staff and in keeping with students and the community; furthermore, interventions must be shared by actors inside and outside the classroom, involving the community so that it may effectively take part in the educational process, whose main objective is the full development of the student. The data that were obtained also show that there is an on-going war between the central government and school actors and their main representatives, a fact that hinders the structure-action binomial, as well as its multiple implications and interdependencies. However, it is possible to infer from many teacher’s and management staff’s statements, that it is urgent to establish the principle of mutual reciprocity, so as to consolidate the building of a truly democratic school system.
The present study, was conducted in three public schools in the urban area of the Municipality of Barcarena and aimed to look into how they articulate themselves internally as organizations through the action of their historical actors in order to be able to manage conflicts and in combat violence manifestations from within. It departed from the understanding of six categories of analysis: securityinsecurity, interpersonal relationships among school actors, conflict management and violence prevention in schools, factors that account for a good school life, classroom management and relationship between central government and school as regards conflict management and violence prevention and resolution. The analysis method that was followed was the dialectic one, through its basic principles: totality, historicity, complexity, dialectics, praxis and scientificity as was presented by Severino (2007) and Ghedin & Franco (2008). The study entailed an approach that was both quantitative and qualitative, for it made use of a questionnaire, applied to 612 students, a structured interview, applied to 63 teachers and 15 members of the management staff and included a document analysis to determine the profile of each school. Results indicated that for most teachers, administrators and students school spaces are safe, unlike its surroundings, where a strong feeling of insecurity prevails, mainly due to drug trafficking and its consequences. It was also observed that schools still have a significantly negative view of conflicts, establishing a direct relationship between conflict and violence, for which parents are often blamed. School actors believe, though, that schools should create the conditions for a fair, harmonious coexistence, mediated by the dialogue between teachers and competent management staff and in keeping with students and the community; furthermore, interventions must be shared by actors inside and outside the classroom, involving the community so that it may effectively take part in the educational process, whose main objective is the full development of the student. The data that were obtained also show that there is an on-going war between the central government and school actors and their main representatives, a fact that hinders the structure-action binomial, as well as its multiple implications and interdependencies. However, it is possible to infer from many teacher’s and management staff’s statements, that it is urgent to establish the principle of mutual reciprocity, so as to consolidate the building of a truly democratic school system.
Descrição
Tese de Doutoramento em Gestão
Palavras-chave
Gestão de conflitos , Meio escolar , Violência , Combate à violência