| dc.description.abstract | Violence is a historical and cultural phenomenon present in human social relations in all
dimensions of society. The school is not immune to the influences of society and the violence
invades the school environment becoming frequent in its daily routine. The teacher's
pedagogic practice is responsible for the educational and relational process that happens in
class and, consequently, has a responsibility in the creation of violence manifestations, which
may hamper the development of teaching and put at risk the student’s integrity. In order to
contribute to discussions related to the teacher's work (teaching methodology, content,
pedagogical intervention, teacher-student relationship, professional attitude, commitment to
the profession, and so forth), the overall objective of the research was to identify, analyze and
discuss the origin of violence in Physical Education classes, and specific objectives have been
identified the types of violence manifested in classes and situat ions cause that gave rise to it,
analyzing aspects of teaching practice of Physical Education teacher who present relationship
with the origin and development of situations cause for violence. The research was conducted
with two groups of 5th year primary school students, during Physical Education classes of two
municipal public schools in Porto Ferreira/São Paulo, Brazil. In research methodology, we
used a qualitative approach to the descriptive explanatory type, and the data collection was
done through the following methodological tools: diary, in which data from thirty-seven
lessons observed were noted; semi-structured interview with the two Physical Education
teachers; questionnaire with students; and analysis of the Pedagogical Political Project of both
schools. Based on data analysis, it was identified that the pedagogical practices licentious and
teacher’s authoritarianism enables the establishment of environments conducive to the
emergence of nine situations cause of violence: physical contact group activity; match error;
sum game; game rule; exclusion; idleness; unfriendly relationship between teacher and
student; punitive practice; and the exercise of teaching authoritarianism. Such situations
triggered physical, verbal, psychological and disruptive violence manifestations among school
components. It considers in this clipping, that the licentious and authoritarian practices
developed by the teacher relates to the promotion of spaces for social interaction susceptible
to the emergence of conflict situations, which allow the students to express their violent
behavior in Physical Education classes. | |
