Análise do contexto escolar: características importantes na compreensão das manifestações de agressividade.

Abstract

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.