Educação, história e memórias da temática violência nos espaços escolares: um estudo do projeto "Esquadrão Sou do Bem" (Macapá-AP, de 2015 a 2019)

Abstract

This study is part of the Education, Society and Culture Research Line and DP CNPq- PROPE / PUC Goiás Education, History, Memory and Cultures in different social spaces. Under the title EDUCATION, HISTORY AND MEMORIES OF THE THEMATIC VIOLENCE IN SCHOOL SPACES: a study of the Project "ESQUADRÃO SOU DO BEM" (MACAPÁ - AP, from 2015 to 2019); asked as a research problem, what are the senses and meanings that the Students build about the Violences that occurred in school spaces, when participating in aestheticartistic activities of the Pedagogical-Social Project to confront violence at school, called "Esquadrão Sou do Bem". As a General Objective, it was intended to understand the artistic aesthetic contributions to a critical formation of students, from the ways in which they see themselves and re-signify the senses and meanings, their actions in a pedagogical project to confront violence at school. The following were defined as Specific Objectives: a) to realize the state of knowledge of the theme Violence in school spaces with a focus on coping projects; b) present the Project "Esquadrão Sou do Bem" - bringing the narratives of the Project Coordinator and School Director. To contextualize, within a political-pedagogical ambience, the recurrence of art in the actions of the educational project; c) Investigate and analyze through a perspective of triangulation of interviews with Students, Teachers and Managers, the repercussion of the educational project and its impact on Students, expressed by their experiences in the project, the potential of artistic activities, their evaluation and the message left. The theoretical corpus was made up of contributions by Bourdieu and Passeron (2014), Abramovay and Rua (2002), Debarbieux (2002), Thums (2003), Hermannn (2015), Adorno (1995), Tourinho (2008), Fernández (2007 ) and others. The empirical corpus was made up of three Documentary Sources (the Project under analysis, literature review and school documents); Interviews with 08 students from the 5th to the 9th grade, Director of the School Unit, Project Coordinator Teacher and an Art Teacher; Conversation Wheel with Students from 5th to 9th grade; as well as a Focus Group. The main conclusions regarding the fundamental guiding question, given the general and specific objectives, were thus underlined. The aesthetic-artistic contributions were confirmed, as well as in the other actions of the Project, regarding the perception of the critical formation of the participating students. Being perceived the growth acquired in acting in the Project to Combat Violence at School. Artistic activities had a greater volume of participation. The State of Knowledge reveals twenty-two works among theses and dissertations on the theme in the last five years, with only one production found with a focus on art. It was found in the statements of the Project Coordinator, School Director and Art Teacher the repercussion and impact on the students, confirming the speech of the research subjects