scholarly journals Hierarchy, Violence and Bullying Among Students of Public Middle Schools

2016 ◽  
Vol 26 (65) ◽  
pp. 307-315 ◽  
Author(s):  
José Leon Crochík
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Middle Schools ◽  
School Violence ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
9Th Grade ◽  
Peer Perception

Abstract Hierarchies established in schools can lead to violence among students, particularly bullying, and this relationship is investigated in this study. A School Hierarchies Scale and a Peer Perception of Aggression Scale were applied to 274 9th grade students, both sexes, aged 14.08 years (SD = 0.81) old on average, attending four public schools in the state of São Paulo, Brazil. The students more frequently perceived to be popular, were among the best in physical education and/or among the worst in academic subjects were also more frequently perceived to be bullies, while those more frequently perceived to be unpopular and having the worst performance in physical education were also more frequently perceived to be victims. Therefore, teachers should reflect upon the issue and fight school violence that may arise from these hierarchies.

scholarly journals Conflitos em instituições escolares no estado de São Paulo: mediação e mediadores

2020 ◽  
Vol 13 (1) ◽  
pp. 13
Author(s):  
Pedro Demo ◽  
Renan Antônio da Silva
Keyword(s):  
Public Schools ◽  
School Violence ◽  
Restorative Justice ◽  
School Environment ◽  
Sao Paulo ◽  
Protection System ◽  
Mediation Process ◽  
São Paulo ◽  
Politica Publica ◽  
Violencia Escolar

Os conflitos menos graves devem ser reconhecidos e enfrentados no âmbito escolar, por meio de práticas de mediação e de justiça restaurativa, com o envolvimento e a participação democrática da comunidade escolar. A Secretaria de Estado da Educação de São Paulo (SEE/SP) criou o Sistema de Proteção Escolar (SPEC), em 2010, que buscava resolver ou minimizar o problema da violência e dos conflitos nas escolas públicas estaduais. O objetivo central deste trabalho foi o de verificar os dificultadores na implantação deste programa e os impactos negativos nas e para as instituições escolares. A metodologia adotada foi a da pesquisa bibliográfica, com o levantamento dos temas pertinentes ao SPEC e das legislações, que serviu de base para descrever e discutir os dificultadores. Observou-se, no entanto, que havia poucos estudos sobre o Sistema de Proteção Escolar e que estavam temporalmente defasados. Desta forma, foi realizada uma investigação atualizada, apontando os problemas em relação ao programa. A partir disto, foram elencadas propostas para que o SPEC fosse repensado pela SEE/SP, a fim de não se tornar mais um fracasso como política pública. Por fim, considerou-se a necessidade de ações formativas e contínuas com os servidores das escolas, principalmente acerca dos temas relacionados à mediação e à justiça restaurativa; de mudanças na legislação, que garantam a permanência de professores mediadores nas escolas; de seleção de profissionais com observação de perfil, para liderar o processo de mediação nas escolas; e de avaliação constante deste trabalho nas instituições escolares e do próprio programa.Palavras-chave: Violência escolar. Mediação e mediadores de conflitos. Processo formativo.Conflicts in school institutions in the state of São Paulo: mediation and mediatorsABSTRACTLess serious conflicts must be recognized and addressed in the school environment through mediation and restorative justice practices, with the democratic involvement and participation of the school community. The São Paulo State Department of Education (SEE / SP) created the School Protection System (SPEC) in 2010, which sought to solve or minimize the problem of violence and conflict in state public schools. The main objective of this work was to verify the difficulties in the implementation of this program and the negative impacts on and for the school institutions. The methodology adopted was the bibliographic research, with the survey of the pertinent topics to the SPEC and the legislations, which served as a basis to describe and discuss the difficulties. However, it was observed that there were few studies on the School Protection System that were temporally out of date. Thus, an updated investigation was conducted, pointing out the problems in relation to the program. From this, proposals were listed for the SPEC to be rethought by SEE / SP, in order not to become a failure as a public policy. Finally, it was considered the need for continuous and formative actions with the school staff, mainly on the themes related to mediation and restorative justice; changes in legislation to ensure that mediating teachers remain in schools; selecting professionals with profile observation to lead the mediation process in schools; and constant evaluation of this work in school institutions and the program itself.Keywords: School violence. Mediation and conflict mediators. Training process.Conflictos en instituciones escolares en el estado de São Paulo: mediación y mediadoresRESUMENLos conflictos menos graves deben ser reconocidos y enfrentados en el ámbito escolar, a través de prácticas de mediación y de justicia restaurativa, con la involucración y la participación democrática de la comunidad escolar. La Secretaría de Estado de Educación de São Paulo (SEE/SP) creó el Sistema de Protección Escolar (SPEC), en 2010, que buscaba resolver o mitigar el problema de la violencia y de los conflictos en las escuelas públicas estaduales. El objetivo central de este trabajo fue el de verificar los impedimentos en la implementación de este programa y los impactos negativos en las y para las instituciones escolares. La metodología adoptada fue la de investigación bibliográfica, con la búsqueda de temas pertinentes al SPEC y de las legislaciones, que sirvió de base para describir y discutir los impedimentos. Se observó, entonces, que había pocos estudios acerca del Sistema de Protección Escolar y que lo habían caducado. De esta forma, fue realizada una investigación actualizada, señalando los problemas relacionados con el programa. Con base en ello, fueron agrupadas propuestas para que el SPEC fuera repensado por la SEE/SP, a fi n de no volverse más un fracaso como política pública. Por último, se consideró la necesidad de acciones formativas y continuas con los servidores de las escuelas, principalmente, acerca de los temas relacionados con la mediación y con la justicia restaurativa; de mudanzas en la legislación, que garantizan la permanencia de profesores mediadores en las escuelas; de selección de profesionales con observación de perfil, para liderar el proceso de mediación en las escuelas; y de evaluación constante de este trabajo en las instituciones escolares y del propio programa.Palabras clave: Violencia escolar. Mediación y mediadores de conflictos. Proceso formativo.

scholarly journals O BULLYING NA SALA DE AULA: ANÁLISE DO CONHECIMENTO DE PROFESSORES DA REDE ESTADUAL PAULISTA SOBRE A LGBTFOBIA ESCOLAR

2022 ◽  
Vol 18 (1) ◽  
pp. 209-238
Author(s):  
Gabriel Batista Mota
Keyword(s):  
Public Schools ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
Public Education System ◽  
The Public ◽  
Teaching Knowledge ◽  
Level Of Knowledge ◽  
State Schools ◽  
Quantitative Nature

This work promotes an initial analysis, about the teaching knowledge about LGBTphobia present within the public education system, carried out based on the data acquired through anonline survey conducted in the second half of 2019 with teachers from the state schools of the São Paulo and which aimed to investigate the level of knowledge of these professionals about LGBTphobic bullying in the educational sphere of São Paulo. The methodological resources used in the data collection were of a quantitative nature and the phase of preparation of this article made use of the qualitative and bibliographic. As a result, it was concluded that LGBTs are the main target group of discriminationin public schools of the state of São Paulo, in addition to the little knowledge and skill of teachers on issues involving sexualitiesand prejudice in contemporary's Brazil.

scholarly journals Praxis con ociomotricidad: procesos educativos movilizados con estudiantes de pregrado en Educación Física del interior de São Paulo, Brasil (Praxis with idlenessmotricity: educational processes activated with undergraduate students in Physical Education

Retos ◽  
2020 ◽  
pp. 733-738
Author(s):  
Fábio Lemos ◽  
Luiz Gonçalves-Junior ◽  
José Eugenio Rodríguez-Fernández
Keyword(s):  
Data Analysis ◽  
Physical Education ◽  
Undergraduate Students ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
Buen Vivir ◽  
Teaching Institution ◽  
The North ◽  
Educational Processes

Con este trabajo presentamos lo que denominamos ociomotricidad, neologismo acuñado a partir de las palabras ocio y motricidad, con explicita crítica a la lógica productivista y consumista, involucrando experiencias en prácticas lúdicas, de ocio, divertimiento, creación y contemplación llenas de sentido y con intencionalidad dirigida a lo buen vivir. Fundamentada en esa propuesta hicimos una intervención con dieciocho estudiantes de una disciplina del curso de pregrado en Educación Física de una Institución de Enseñanza de la Región Norte (interior) del Estado de São Paulo (Brasil), y de esa intervención hicimos una investigación profundizada con un grupo de cuatro estudiantes, os cuales fueran entrevistados. La investigación tuve como objetivo central comprender los procesos educativos movilizados con la intervención en ociomotricidad. Para el análisis de datos utilizamos del método Fenómeno Situado que nos posibilitó la formación das categorías: A) Convivencia y placer para la creación y B) La praxis con la ociomotricidad. Con base en estas consideramos que ocurriera desarrollo de procesos educativos de convivencia respetosa, cooperativa y de placer para la creación, pero con percepción de los cuatro estudiantes entrevistados de las eventuales dificultades para su efectividad en la escuela, todavía expresaran la intencionalidad de desarrollar praxis con la ociomotricidad, en busca de la transformación y humanización.Abstract. With this work we present what we call idlenessmotricity, neologism constructed from the words idleness and motricity, with an explicit criticism of the productivist and consumerist logic, involving experiences in playfulness, idleness, fun, creation and contemplation, full of meaning and intentionality and oriented towards living good. Based on this proposal, we conducted an intervention with eighteen students of a discipline of the undergraduate course in Physical Education from a Teaching Institution of the North (inland) Region of the State of São Paulo (Brazil), and from this intervention we did an in-depth investigation with a group of four students, who were interviewed. The main objective of the research was to understand the educational processes activated by an intervention with idlenessmotricity. For the data analysis we use the Phenomenon Located method, which enabled us to form the following categories: A) Coexistence and pleasure for creation; B) Praxis with the idlenessmotricity. Based on these, we considered that there would be a development of educational processes of respectful coexistence, cooperation, and pleasure for the creation; yet with the four interviewed students' perception of possible difficulties to its effectiveness in the school, they would still expressed the intention of developing praxis with idlenessmotricity, in search of transformation and humanization.

scholarly journals Physical education between walls and bars

2020 ◽  
Vol 22 (3) ◽  
pp. 757-773
Author(s):  
Willian Lazaretti da Conceição
Keyword(s):  
Life History ◽  
Physical Education ◽  
Young People ◽  
Literature Review ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
The Law ◽  
Oral Life History ◽  
Teachers Training

This article aims to present Physical Education implications for teaching in the context of the socio-educational measure of deprivation of liberty at Fundação Centro de Atendimento Socioeducativo ao Adolescente, an institution responsible for carrying out an internment measure in the State of São Paulo. It uses literature review, observation and interviews based on oral life history. As a result, it was possible to identify approximations and distances between two existing proposals in Physical Education. It urges the need for a dialogue between two state spheres so that Physical Education is thought out in order to meet the specificities of young people in conflict with the law, as well as making the school educational proposal and the inclusion of the theme in the teachers’ training curricula possible and coherent.

scholarly journals Evaluation of adapted books and the use of Tactile Cartography at public schools in the State of São Paulo, Brazil

2018 ◽  
Vol 1 ◽  
pp. 1-6
Author(s):  
Carla Cristina Reinaldo Gimenes de Sena ◽  
Barbara Gomes Flaire Jordão
Keyword(s):  
Public Schools ◽  
Visually Impaired ◽  
Low Cost ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
Students With Special Needs ◽  
Teachers And Students ◽  
Visually Impaired Students ◽  
Materials Used

Brazil adopts an educational inclusion policy, which is based on the insertion of students with special needs in the elementary and high school. In the State of São Paulo, Brazil, visually impaired students, who attend public schools, receive books adapted for blind and low sighted individuals, so they can participate on Geography classes. This paper presents the results of the analysis of the enlarged material adapted to braille used at the elementary school. The analysis was based on the principle of the graphical semiology developed by ALMEIDA (2015), which discusses the use of alternative materials in order to represent areas, lines and dots with different heights, textures and shapes. The results were obtained through interviews, surveys and evaluation of teachers and students, who somehow experience the specificities of the visually impaired students daily. We observed that the adapted books do not bring all information contained in the original versions of the books and some of the exercises are not presented. Furthermore we could notice that the teachers and other students do not have any level of proficiency in understanding braille, which can hamper the interaction between visually impaired and the other students. After the observations, we adapted 22 maps using colored materials and handcraft techniques taking in-to account the different needs of the low sighted audience. The materials used are easy to be found and purchased, since they have a low cost. Using this alternative material we achieved a learning that was representative to all students and to the teachers, providing the socialization of the acquired knowledge.

scholarly journals O ESPORTE NA ESCOLA A PARTIR DO CURRÍCULO DO ESTADO DE SÃO PAULO

2020 ◽  
Vol 17 (1) ◽  
pp. 250-263
Author(s):  
Heitor Perrud Tardin ◽  
Luiz Rogério Romero
Keyword(s):  
Physical Education ◽  
School Environment ◽  
High Performance ◽  
Teaching And Learning ◽  
Sao Paulo ◽  
Cultural Practice ◽  
The State ◽  
São Paulo ◽  
Physical Abilities ◽  
Methodological Aspects

The 1980s represented an important period for teaching and learning Physical Education in schools, especially considering methodological aspects and content covered. It can be recognized that changes in methodologies have instrumentalized the movement's practice, however, without highlighting aspects of a pedagogical or critical nature. In this scenario, sport is characterized as a socio-cultural practice and, in the school environment, the form of teaching must be questioned, distancing itself from the reproduction of stereotypes of high performance and alienated training. Thus, it becomes relevant to analyze the approach to sport in the regular educational context. The objective is to analyze the insertion of sport in Physical Education at School for Elementary and High School from the Curricular Proposal of the State of São Paulo. This is a quantitative and qualitative documentary study. A survey of the proportionality of the distribution of topics related to sport and other content approaches was also used. Initially, the systematic reading of the text of the Curricular Proposal of the State of São Paulo was organized. 68 themes were identified to be addressed from the EF to the EM, from the Teacher's Notebooks. Sports, dances, gymnastics, physical abilities were observed; body, health, beauty among others. Thirty themes and content directly related to sport stood out, representing 44% of the total. Sport is predominant content, despite the recognized advances in relation to previous moments, gaps were identified to subsidize the student's global development. It is suggested to propose studies that assist in the educational actions of the teacher in the area and move towards innovation in sports education at school.

scholarly journals Relationship between dental caries and socio-economic factors in adolescents

2005 ◽  
Vol 13 (3) ◽  
pp. 305-311 ◽  
Author(s):  
Lívia Litsue Gushi ◽  
Maria da Candelária Soares ◽  
Tania Izabel Bighetti Forni ◽  
Vladen Vieira ◽  
Ronaldo Seichi Wada ◽  
...  
Keyword(s):  
Public Schools ◽  
Dental Caries ◽  
Dental Care ◽  
Family Income ◽  
Social Deprivation ◽  
Sao Paulo ◽  
The State ◽  
Caries Experience ◽  
São Paulo ◽  
Access To Dental Care

Dental caries has a multifactorial etiology, including socio-economic variables and access to dental care, which were discussed in the national survey conducted in 2002. The aim of this study was to investigate the socio-economic aspects and access to dental care, associated with caries prevalence and severity in adolescents from the State of São Paulo. The study design was cross-sectional, on which data on 1,825 adolescents aged 15 to 19 years achieved from the data of an epidemiological survey conducted in the State of São Paulo in 2002 were analyzed. Epidemiological exams and interviews with previously formulated questions were used in the survey. The Significant Caries Index (SiC Index) was utilized to determine the group with higher caries experience. Frequency distribution and chi-square association tests were carried out in order to evaluate the relationship between independent variables and the dependent variable (DMFT). Confidence intervals and odds ratio (OR) were estimated. The risk factors pointed as indicators of presence of dental caries were as follows: not being a student, studying at public schools, family income lower than 5 Brazilian minimum wages. Moreover, not having an own house or a car seemed to contribute to caries experience. With regard to the access to public dental care, the adolescents assisted at public centers and looking for emergency dental care had the higher caries experience. Thus, the results showed that social deprivation is associated with caries experience in adolescents from the State of São Paulo.

scholarly journals Reasons for high school students dropping out of physical education classes (Razones por las que los estudiantes de secundaria abandonan las clases de educación física)

Retos ◽  
2020 ◽  
pp. 705-712
Author(s):  
Willer Soares Maffei ◽  
Mayra Grava Moraes ◽  
Silvia Regina Cassan Bonome Vanzelli ◽  
Debora Navarro Kato ◽  
Talita Fabiana Roque Silva ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Physical Education ◽  
Descriptive Analysis ◽  
Sao Paulo ◽  
Drop Out ◽  
São Paulo ◽  
School Students ◽  
Cross Sectional

Abstract. This research sought to analyze the dynamics of physical education classes in the 3rd year of high school and to recognize the profile of the classes and the involvement of students, understanding the reasons that lead them to drop out. This is a descriptive and cross-sectional study. A questionnaire was used to gather data on the participation of 517 high school students in physical education classes in the 3rd year of high school in state public schools in the interior of São Paulo. For the analysis of the information, a descriptive analysis and content analysis were used. The initial results showed that 44 % of the sample had some barrier that prevents them from taking classes. Of this percentage, 74.6 % were girls, who were the majority, and who answered open questions about non-participation. It is concluded that approximately half of the participating students, mainly girls, participate little, or do not participate in physical education classes, this result being related to the methodology and the selection of content developed by the teacher. The role of physical education classes is to serve all students, respecting their differences, stimulating their potential to contribute so that they are proactive, critical, and autonomous in relation to their health and quality of life.  Resumen. Esta investigación buscó analizar la dinámica de las clases de Educación Física en el tercer año de la escuela secundaria y reconocer el perfil de las clases y la participación de los estudiantes, entendiendo las razones que los llevaron a abandonar la escuela. Se trata de un estudio descriptivo y transversal. Se utilizó un cuestionario para recopilar datos sobre la participación de 517 estudiantes de secundaria en las clases de educación física en el tercer año de secundaria en las escuelas públicas estatales del interior de São Paulo. Para el análisis de la información se utilizó un análisis descriptivo y un análisis de contenido. Los resultados iniciales mostraron que el 44% de la muestra tiene alguna barrera que les impide tomar clases. De este porcentaje, el 74,6% son niñas, que fueron la mayoría que respondieron preguntas abiertas sobre la no participación. Se concluye que aproximadamente la mitad de los estudiantes participantes, principalmente niñas, participan poco o no participan en las clases de Educación Física, este resultado está relacionado con la metodología y la selección de contenido desarrollado por el maestro. Por lo tanto, el papel de las clases de educación física es servir a todos los estudiantes, respetando sus diferencias, estimulando su potencial de contribuir para que sean proactivos, críticos y autónomos en relación con su salud y calidad de vida.

scholarly journals COMPULSORY EDUCATION IN BRAZIL: PRIVATIZATION TRENDS AND LIMITS THE RIGHT TO EDUCATION

2017 ◽  
Vol 75 (4) ◽  
pp. 324-334
Author(s):  
Theresa Adrião ◽  
Teise Garcia ◽  
Juliana Azevedo
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Compulsory Education ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
Structured Interviews ◽  
Right To Education ◽  
Documentary Sources ◽  
The Right

This research aims to present a result on three educational policies in force in Brazil that link public education at the stage of compulsory schooling to the interests of corporations or sectors linked to them. The first is called Integral Secondary Education and was implemented in one of the poorest regions of the country, the state of Pernambuco; The second identified as Education - Commitment Program São Paulo is being developed in the richest region of Brazil, the state of São Paulo, where the third policy was also disseminated with the adoption of so - called Private Education Systems in public schools. The research, of a qualitative nature, derives from research in primary documentary sources and semi-structured interviews with educational managers. The results confirm the trends identified in the literature, according to which education, when it is a field for business expansion through the performance of private companies directly in the management of public education, accentuates inequalities of access to schooling processes. In the analyzed cases, these inequalities are observed in the unequal access to the time of permanence in the school; In the unequal working conditions of teachers and in the allocation of public funds to profitable companies, to the detriment of investment in public education. Keywords: public primary education, privatization of education, right to education.

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