As práticas discursivas do professor diante da violência intrafamiliar contra crianças e adolescentes

Abstract

This dissertation entitled The Teacher´s Discoursive Practices in the context of Household Violence against Children and Adolescents treats about the increasing domestic violence against children and adolescents in the contemporary society. These occurrences, which have marked the modernity social environment, seem to extend to school as they reflect in the victims´social relations as well, involving schoolmates and teachers. Thus, when it is identified the increasing of this kind of situations, characterized for household aggressive practices which are produced as a result of naturalization of the established relations of power, we aim to verify how the school works with the problem: the school stigmatize or victimize more their students, who are ever traumatized because the violence suffered by their families; or the school direct its practice towards a possible transformation of this ignoble household practice, through an ethical procession of socialization and release of the subjects who are involved in an extreme violence condition? Therefore, we resort to education thinkers as Frigotto, Mészaros and others; and authors who treats the discourse analysis such as Pêcheux, Courtine, Orlandi, and other who offers a theoretical support to analyze the teachers´ discourses operation that are bound up with educational institutions that have children and adolescents victims of household violence. We found out, through the discourse and his effects of signification, in this work understood as praxis, therefore, socially produced by individuals with necessities obtained for subjective relations, created in a determined historic period – that teachers assume, in a general way, a non welcome position, speaking from a place where contradict educational finalities, instead of promote a transformation process of the individuals. We intend to, through this research, contribute for a significant reflection about the educators practices, in a context where there are students who were rejected and victimized by family and society, to the professional´s role could be rethought as a mediator between the victim, the torturer – the family – and the institutions which, by low, may realize the necessary attendance to those children and adolescents, and to the family as well.