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"Eu não sei se isto é bullying..." - Uma análise à problemática das formas de violência na relação professor aluno, através das percepções dos alunos
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A violência na relação professor-aluno consiste numa problemática ainda pouco explorada a nível científico. Nos últimos anos, a nível internacional, vários autores têm vindo a abordar esta forma de violência, demonstrando que a mesma consiste numa prática antiga, que está presente em vários contextos escolares (Datta et al., 2017; Krugman & Krugman, 1984; Twemlow et al., 2006), em que o professor se torna o agressor, executando vários comportamentos e atitudes negativas ao(s) aluno(s), causando desconforto e prejudicando o seu bem-estar e desenvolvimento da aprendizagem (Alude et al., 2012; McEvoy, 2005). A violência na relação professor-aluno contribui negativamente para o desenvolvimento da aprendizagem do aluno e promoção de uma ambiente escolar seguro e inclusivo, tendo impactos e consequências graves no(s) aluno(s) que experienciam a mesma (Hyman et al., 1988; McEachern et al., 2008). Em Portugal pouco se aborda a questão da violência na relação professor-aluno, apenas através dos media é possível encontrarem-se alguns relatos e notícias de condutas impróprias e abusivas dos professores (Bento, 2023; Lusa, 2019). Devido a esta lacuna bibliográfica, a presente dissertação de mestrado pretendeu analisar a problemática da violência na relação professor-aluno, no contexto português, tendo como pergunta de partida: Quais as formas e consequências da violência na relação professor-aluno, com base nas narrativas de alunos que as tenham experienciado?. Optou-se por analisar as perspectivas dos alunos e recorreu-se à recolha de narrativas bibliográficas de cinco ex-alunos, que experienciaram a dinâmica nos anos escolares 7.º ao 12.º, analisando-as de forma qualitativa. Os objetivos que se estabeleceram formam: 1) Compreender quais as formas de violência na relação professor-aluno, comportamentos/atitudes mais recorrentes, através de ex-alunos que tenham experienciado esta forma de violência; 2) Compreender quais as consequências e impactos que as formas de violência de professores a alunos têm, de acordo com as percepções de alunos que experienciaram esta forma de violência. Desta forma, neste estudo, tentou-se compreender as várias formas e características desta forma de violência, através das perspectivas de parte
dos alunos, assim como os impactos e consequências que tiveram nos mesmos. Na análise das entrevistas foram tidas em consideração três momentos de análise, sendo eles: Caracterização dos alunos e descrição das experiências; Classificação das experiências e; Consequências das experiências. Com a análise dos resultados, foi possível verificar que a violência na relação professor-aluno consiste em vários tipos de comportamentos, tendo sido a Agressão verbal e Denegrir e humilhar o aluno, os mais identificados pelos entrevistados. Relativamente às consequências e impactos que esta forma de violência tem nos alunos, de acordo com os nossos entrevistados, a Perda de confiança nos professores (nível interpessoal), Baixa autoestima (nível pessoal) dos alunos e Desinteresse e desmotivação escolar (nível académico) foram as consequências mais mencionadas. Verificou-se que os alunos que experienciaram esta forma de violência por um maior período de tempo, relataram ter sentido mais consequências e em mais níveis. Por fim, ao se analisar como esta forma de violência se apresenta e quais os seus impactos, refletiu-se sobre a importância de inclusão desta problemática nos discursos e debates sobre a violência na escola.
Violence in the teacher-student relationship is a problem that has been relatively underexplored at the scientific level. In recent years, several authors internationally have started addressing this form of violence, demonstrating that it is an ancient practice present in various school contexts (Datta et al., 2017; Krugman & Krugman, 1984; Twemlow et al., 2006), wherein the teacher becomes the aggressor, exhibiting various negative behaviors and attitudes towards the student(s), causing discomfort and hindering their well-being and learning development (Alude et al., 2012; McEvoy, 2005). Violence in the teacher-student relationship contributes negatively to the student's learning development and the promotion of a safe and inclusive school environment, with serious impacts and consequences for the student(s) experiencing it (Hyman et al., 1988; McEachern et al., 2008). In Portugal, the issue of violence in the teacher-student relationship is scarcely addressed, with only occasional reports and news about inappropriate and abusive conduct by teachers available through the media (Bento, 2023; Lusa, 2019). Due to this bibliographic gap, the present master's dissertation aimed to analyze the problem of violence in the teacher-student relationship in the Portuguese context, with the guiding question: What are the forms and consequences of violence in the teacher-student relationship based on the narratives of students who have experienced it? The decision was made to analyze the perspectives of the students and to collect bibliographic narratives from five former students who experienced this dynamic from 7th to 12th grade, analyzing them qualitatively. The established objectives were: 1) To understand the forms of violence in the teacher-student relationship, the most recurring behaviors/attitudes, through former students who experienced this form of violence; 2) To understand the consequences and impacts of teacher violence towards students, according to the perceptions of students who experienced this form of violence. Thus, this study attempted to understand the various forms and characteristics of this type of violence from the perspective of the students, as well as the impacts and consequences they had on them. In the analysis of the interviews, three moments of analysis were considered: Characterization of the students and description of the experiences; Classification of experiences; Consequences of experiences.Through the analysis of the results, it was possible to verify that violence in the teacher-student relationship consists of various types of behaviors, with Verbal Aggression and Denigration and humiliation of the student being the most identified by the interviewees. Regarding the consequences and impacts that this form of violence has on students, according to our interviewees, Loss of trust in teachers (interpersonal level), Low self-esteem (personal level), and School disinterest and demotivation (academic level) were the most mentioned consequences. It was found that students who experienced this form of violence for a longer period reported feeling more consequences and across more levels. Finally, by analyzing how this form of violence manifests and its impacts, it was reflected on the importance of including this issue in discussions and debates about violence in schools.
Violence in the teacher-student relationship is a problem that has been relatively underexplored at the scientific level. In recent years, several authors internationally have started addressing this form of violence, demonstrating that it is an ancient practice present in various school contexts (Datta et al., 2017; Krugman & Krugman, 1984; Twemlow et al., 2006), wherein the teacher becomes the aggressor, exhibiting various negative behaviors and attitudes towards the student(s), causing discomfort and hindering their well-being and learning development (Alude et al., 2012; McEvoy, 2005). Violence in the teacher-student relationship contributes negatively to the student's learning development and the promotion of a safe and inclusive school environment, with serious impacts and consequences for the student(s) experiencing it (Hyman et al., 1988; McEachern et al., 2008). In Portugal, the issue of violence in the teacher-student relationship is scarcely addressed, with only occasional reports and news about inappropriate and abusive conduct by teachers available through the media (Bento, 2023; Lusa, 2019). Due to this bibliographic gap, the present master's dissertation aimed to analyze the problem of violence in the teacher-student relationship in the Portuguese context, with the guiding question: What are the forms and consequences of violence in the teacher-student relationship based on the narratives of students who have experienced it? The decision was made to analyze the perspectives of the students and to collect bibliographic narratives from five former students who experienced this dynamic from 7th to 12th grade, analyzing them qualitatively. The established objectives were: 1) To understand the forms of violence in the teacher-student relationship, the most recurring behaviors/attitudes, through former students who experienced this form of violence; 2) To understand the consequences and impacts of teacher violence towards students, according to the perceptions of students who experienced this form of violence. Thus, this study attempted to understand the various forms and characteristics of this type of violence from the perspective of the students, as well as the impacts and consequences they had on them. In the analysis of the interviews, three moments of analysis were considered: Characterization of the students and description of the experiences; Classification of experiences; Consequences of experiences.Through the analysis of the results, it was possible to verify that violence in the teacher-student relationship consists of various types of behaviors, with Verbal Aggression and Denigration and humiliation of the student being the most identified by the interviewees. Regarding the consequences and impacts that this form of violence has on students, according to our interviewees, Loss of trust in teachers (interpersonal level), Low self-esteem (personal level), and School disinterest and demotivation (academic level) were the most mentioned consequences. It was found that students who experienced this form of violence for a longer period reported feeling more consequences and across more levels. Finally, by analyzing how this form of violence manifests and its impacts, it was reflected on the importance of including this issue in discussions and debates about violence in schools.
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Palavras-chave
Violência Relação professor-aluno Percepções dos alunos Abuso de poder Formas de violência Impactos e consequências Violence Teacher-student relationship Students' perceptions Abuse of power Forms of violence Impacts and consequences