Concepções sobre situações de violências: estudantes do ensino fundamental anos finais

Abstract

Violence is not limited only to the physical aspects; it is also manifested through signs, prejudices, metaphors, etc., by anything that can be interpreted as warning of threat. Knowing this, and the different conceptions about situations of violence, this study had a general goal to analyze the conceptions of elementary school students - 8th and 9th year on situations of violence in the society, at school and in interpersonal relationships. Besides the theoretical contribution and definition of the different types of violence, it was also necessary to carry out an empirical investigation. The empirical research had two stages of approximation: the first corresponded to the contact with the participating school, the elaboration (together with the researchers of Federal University of São Carlos) and the elective course, lasting one semester. The students of the researched school were able to talk about violence issues and produce audiovisual materials (such as videos and photographs). In the second moment, there were three meetings, in the form of focus groups, with six participants to discuss issues of violence in society, school and interpersonal relationships, we used as a trigger element of the meetings three videos produced at the previous moment of the research. Through the review of the students' speeches, we identify their conceptions of violence in three categories: The world around the young students: how violence is perceived; Family and society: situations of violence; and, finally, how the students face situations of school violence. By listening and discussing to their voices and audiovisual productions it was possible to understand how they construct their conceptions and ideas living in a society that has several types of violence. We believe that when the educator has the knowledge of such perceptions, it can help in the school trajectory for the students, having good consequences as students with better social interactions and better school achievements.