Violência : a voz de professores e funcionários de uma escola pública de Cuiabá

Abstract

The research, presented to the Office of Education, Federal University of Mato Grosso, belongs to the area Education, Culture and Society, online search of Education and Psychology, Education Group, Subjectivity and Psychoanalysis.Was held with some teachers and officials working in State College Maria Herminia Alves, located in the district CPA IV, in the city of Cuiaba, Mato Grosso.The objective of the research was to investigate what teachers and employees think about violence, about the current settings family, about love, and the forms of violence generated by the school culture, considering its themes in the field of subjectivity, education and psychoanalysis.The techniques of operating group, semistructured questionnaire and allowed the discussion of violence in general and in school, family and love.The group appeared with his personal history and consciously or unconsciously, to the extent that the subjects felt need to share information according to the task, a new history result of collective reflection.The task allowed to discuss subject matters that seemed inconceivable or for which there are no spaces in the schoolThere were moments in the search in which each integral brought to the discussion group in their own personal stories and professional, with the increased awareness that their own definitions and positions, often the result of prejudice and stereotypes about the violence. The survey data resulted in the formulation of categories. At the end of the analysis of discourse, we have a picture on school violence, family and love. Regarding school violence, the subject sought its causes in family violence and the lack of love, giving them the blame for the violence without actionoriented proposals for change. The subject is related to moral discourse and complainants. The analysis says that speeches complainants, without implications of those complaining and denouncing are immobilizers. Facing it is important that, instead of offering no answers to teachers and staff, are offered the conditions for which they build those answers, when questioning about his subjective position as educators and the social function of the school. These are tasks of school work for the movement of the floor and create opportunities for the "actors school" ressignifiquem their anxieties through speech, so experiencing, so less destructive and more creative, the daily educational, innovating it.