A atuação do professor de Sociologia no ensino médio como forma de intervenção às práticas de violência em sala de aula

Abstract

This study aims to analyze the role of the Sociology teacher as a form of intervention to violence practiced by and among students in the classroom. For that, the online questionnaire answered by 87 high school sociology teachers was used, taking into account questions such as profile, condition and performance. The hypothesis was worked out that Sociology teachers can act in the intervention of violence practiced by and among students in the classroom, but also points out difficulties due to their limitations. Among the results it was observed that teachers can act in some way in the intervention of violence practiced by and among students in the classroom, but they also have difficulties to act in situations of extreme violence that are added by the lack of support and institutional support; difficulties in the denaturalization of violence that vary between trained and non-trained; and differences in the ways of approaching the contents on the theme, giving singularities to professionals with specific training. It is noted that teachers have difficulties in the most serious cases to those who flee while teaching; The specific training of the Sociology teacher as well as its continuity contributes to a more instrumental approach and performance through theoretical methodological tools in the face of these manifestations. Specific training is suggested to teach the discipline and political participation of the State in a more active way to act as one of the great allies in facing the difficulties of teaching work as well as these different manifestations of violence.