GALDINO, W. M.; http://lattes.cnpq.br/0506891672372712; GALDINO, Wennia Mota.
Resumen:
It is present here the results of a survey conducted at a regular school of education in the city
of Cajazeiras – PB, having as purposes to examine whether and how the context of the
classroom helps students to express aggression in the school environment in the early years of
basic education; which aspects of school organization influence the dissatisfaction of the
students and that this dissatisfaction contributes to such manifestations occur in this school,
besides these goals also look at what is to be a teacher for the professorate institution
researched. As a theoretical base, we chose to support this work with the quotations of
AQUINAS (1996, 2002), which brings a lot of important information for the understanding of
the relationships within the school. We seek also the connection with the quotations of
CARVALHO (2009) on the meanings attributed by the students to the school area, and others
have studied the contributions of SOUSA (2006) that analyzes the problem of aggression in
schools. The methods and techniques used were: observation of everyday school; intervention
(training period); semi-structured questionnaire and Test of Free Word Association (TFWA)
applied to students and teachers. The results show that there is a possible mismatch in the
sense attributed to the educational act among the people researched. For teachers the meaning
given for being a teacher is guided in a dimension where the affective category, specifically,
love prevails under categories: ethical, evaluative and cognitive. For pupils, school is a place
of affection, but mostly it is a place of study. This leads us to infer that this mismatch enables
the manifestations of aggression in school life from pupils.
