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dc.contributor Caldas, Marcus Túlio
dc.contributor CPF:51549735772
dc.contributor http://lattes.cnpq.br/1339552476079975
dc.contributor Francisco, Ana Lúcia
dc.contributor CPF:34482989720
dc.contributor http://lattes.cnpq.br/5002638100198759
dc.contributor Lima Filho, Ivo de Andrade
dc.contributor CPF:00000000758
dc.contributor http://lattes.cnpq.br/6064295904436578
dc.contributor Barreto, Kátia Magdala Lima
dc.contributor CPF:00000000798
dc.contributor BARRETO, Kátia Magdala Lima
dc.contributor Gontijo, Daniela Tavares
dc.contributor CPF:00000000799
dc.contributor http://lattes.cnpq.br/3664459834123929
dc.contributor Lima, Albenise de Oliveira
dc.contributor CPF:09753923449
dc.contributor http://lattes.cnpq.br/7796825725927994
dc.date.accessioned 2014-10-07
dc.date.accessioned 2018-09-25T19:42:59Z
dc.date.available 2014-10-07
dc.date.available 2018-09-25T19:42:59Z
dc.date.created 2014-10-07
dc.date.issued 2014-09-02
dc.identifier http://tede2.unicap.br:8080/handle/tede/857
dc.identifier.uri http://hdl.handle.net/20.500.12032/476766
dc.description.abstract This research was developed with the aim of reflecting on the experience of educators about school violence. The study included twenty four teachers from three schools, among them, one public and two private (corporate and other religious one) in the Metropolitan Region of Recife. The general objective of this study was: understanding how educators experience school violence in their institutional routine and specific were: to characterize teachers regarding gender, age, length of experience in education, academic education; describe the experiences of educators about school violence and identify how educators perceive themselves in relation to the issue of school violence. From a qualitative methodology as a tool for data collection used collective conversations with script of questions. The results were analyzed based on the theory of Social Representation (RS) with respect to a creative process of cognitive and symbolic elaborations that provide guidance to human behavior, as well as being a mechanism for developing social object by interpersonal communication, group , mass and analysis of collected data we use the Collective Subject Discourse (CSD) because it is a technique of tabulation and organization of qualitative data that is based on the theory of RS. DSC enables, through systematic and standardized procedures, add testimonials without reducing them to numbers. DSC emerged in some central ideas (ICs), described as follows: Dissatisfaction educator / illness; Students' disinterest; Context family / school; Link teacher / student and expressions of violence. The results achieved in this study allows us to assert that the experiences of educators on school violence refer to confrontations caught, every day, for them to establish links between personal and professional well-being in the workplace, in constant search of partnership with families in the process of educating, preserving the affectivity and the ability to deal with the violence that hit the school environment. Keywords: education; school; violence.
dc.publisher Universidade Católica de Pernambuco
dc.publisher Psicologia Clínica
dc.publisher BR
dc.publisher UNICAP
dc.publisher Doutorado em Psicologia Clínica
dc.rights Acesso Aberto
dc.subject psicologia clínica
dc.subject violência escolar - aspectos psicológicos
dc.subject psicologia escolar
dc.subject psicologia social
dc.subject educadores
dc.subject família
dc.subject teses
dc.subject clinical psychology
dc.subject school violence - psychological aspects
dc.subject school psychology
dc.subject social psychology
dc.subject educators
dc.subject family
dc.subject theses
dc.title Violências escolares: falas de educadores
dc.type Tese


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