Navegando por Autor "ESTEVES, Pâmela Suélli da Motta"

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    A judicialização da escola: o papel dos conselhos tutelares na mediação dos conflitos
    (2018) ESTEVES, Pâmela Suélli da Motta
    The many facets of violence that, enter the various educational institutions, invade the everyday of teachers and has been promoting destabilization among the many conceptions of teaching and learning. The various forms of school violence ranging from interpersonal conflicts, physical and psychic aggression, indiscipline and the episodes of massacre challenge the daily life of the entire school community, inciting the construction of "other practices" that take into account a critical look at the specific school’s culture. Thus, the current context of Brazilian education places the urgent task of thinking about the relations between a school’s culture marked by violence and the increasing judicialization of school relations. It is a matter of discussing the conflicts that lead us to the insertion of the legal system at the school as an institution that judges the conceptions of justice that must be legitimized. From these thoughts the article is divided into three linked parts. The first part comprises the singularities of school violence. The second part empirically investigates the role of the school in cases of conflict judicialization and suggests strategies / alternatives for understanding / solving school violence that minimize the search for the judiciary. Finally, the third and final part presents a conception of restorative justice as an alternative to the judicialization and construction of a more just school. The main defense of this article consists in the understanding that the judicialization of the school not only weakens the school autonomy, but allows a legal culture not sensitive to the situations experienced in the school to determine the paths to be followed.
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    A perspectiva dos estudantes diante da violência que enfraquece as relações intersubjetivas no cotidiano escolar
    (2019) ESTEVES, Pâmela Suélli da Motta
    Bullying is a specific type of school violence characterized by aggressive attitudes in all forms, practiced intentionally and repeatedly, due to students' difficulty in cohabiting / accepting their own cultural and identity differences that are built and rebuilt in the school environment. Even though we understand bullying as a specific type of school violence, the issue of motivation for bullying continues without rationalizing explanations, so this paper argues that failure to recognize difference is the main motivation for bullying behavior. From this consideration, the text seeks to understand the meaning that students attribute to bullying in the construction of daily school life. In order to do so, we seek to listen to students' narratives about bullying practices, trying to understand how this violence affects their forms of socialization and interferes in the construction of their subjectivities. From the methodological point of view, the text analyzes reports of interviews with high school students of a large state school located in Rio de Janeiro. From the reports, three theoretical perspectives are listed in order to understand the perception about bullying: (1) the pioneering contributions of Dan Olweus (2007); (2) Charles Taylor's (2009) philosophy of recognition; (3) and Hannah Arendt's (1999) arguments about the process of trivializing evil. The interweaving of students' narratives with the concepts of the theoretical reference used pointed us to some findings: students understand bullying as a school violence. But because of the banalization of the term and the marginalization of the problem, most students can not size the severity and effects of bullying. The conflicts that are more likely to turn into bullying are those marked by difference, usually biased and discriminatory attitudes. In addition to the difficulty in recognizing the differences, bullying also comes from a process of naturalization and trivialization of evil.