Violência simbólica na prática docente: reflexão à luz da pedagogia institucional

Abstract

This monography aims to analyze the symbolic violence in two teachers’ practice in the first cycle of elementary school in the light of the theory of Institutional Pedagogy. Initially, symbolic violence is described and analyzed in four episodes of teachers- students interactions, observed during the experience of the author of this TCC in her supervised internship (interdiction of students’ speaking in communicative situations in the classroom; prohibition to circulate in other school’s pedagogic facilities; authoritarian control of student behavior in a situation of indiscipline and incivility; curricular refusal to include contents about students’ singularities). Afterwards, the Institutional Pedagogy theory is depicted, especially in what it regards to the concept of speech place. Then, it indicates a non-violent pedagogic alternative for conducting the analyzed interactions, inspired on the speech place dispositive: the story telling and its positive consequences to children free expression and the ideal interaction teacher-students. Methodologically, the research is qualitative and exploratory, analyzing data collected during a case study, using the field diary to record the episodes observed by the researcher in a class of the third year of elementary school, involving 30 students (between 8 and 10 years old) and 2 teachers from a public school in João Pessoa, as well as to register the three interactions the episodes of story telling conducted by the researcher. The data are analyzed by the confrontation between observation, intervention and theory, with reports of real situations, experienced during the three days of observation and intervention. The results indicated the presence of symbolic violence in the teachers' practice, manifested in relation to authority and the transmission of knowledge. Besides that, the pedagogic gains to children’s motivation, communication and cognition development as a result of the story telling oriented by the speech place. Throughout the analysis, this institutional device, “speech place”, is indicated as an alternative to teachers’ violent management of eventual pupils’ indiscipline, to emphasize the viability of educating oneself without violence.