Investigando a agressividade infantil pela ótica de professores

Abstract

The present study aims to identify and analyze the perceptions and actions of teachers on aggressiveness in the classroom of children with school complaints in the 3rd Year of Elementary School in the municipal school system of a municipality in southeastern Goiás. A bibliographic review was first carried out in which the results showed that the number of works on aggressiveness using the historical-cultural theory as an approach is therefore intended to highlight a different approach emphasizing the human being as a transformer of the environment, in which their actions and activities are endowed with meanings, aggressiveness being the result of a multiplicity of factors, involving school, family and subject. The field research had semi-structured interviews with teachers of the 3rd year of elementary school from two municipal schools, chosen from the insertion in the Guidance project for school complaints. 05 teachers participated and the analysis was made considering the meaning cores. After transcription and organization of the material, we list 03 nuclei: The context of Social Inequality and its influences on Development; Family and its influence on the social aspects of the child and Teacher Training a socio-historical perspective. The strong influence of family aspects and the unstructured social environment in the child's aggressive manifestations was highlighted, which is still reflected in the absence of this discussion in teacher training, evidenced from the non- organization of school projects related to this theme within the school nucleus.