Impacto do Projeto Ambiente de Paz nos professores de uma escola pública em São Paulo: uma avaliação qualitativa
Data
2023-05-05
Autores
Baptista, Juliana Wierman [UNIFESP]
Orientadores
Mello, Marcelo Feijó de [UNIFESP]
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Antecedentes: A violência nas escolas tem números alarmantes no Brasil e no mundo. O bullying pode levar a consequências tanto psicológicas quanto de aprendizagem de suas vítimas. A escola é um local importante para o desenvolvimento de projetos de prevenção da violência. Objetivo: Este estudo qualitativo teve como objetivo pesquisar o impacto da implementação realizada com os professores de uma escola municipal em São Paulo. Participantes e Cenário: Amostra homogênea e intencional composta por oito professores que participaram da intervenção regularmente no ano letivo de 2019 e compartilharam esta experiência. Métodos: Entrevistas em profundidade, com tópicos-guia. As entrevistas foram realizadas on-line e/ou presencialmente, devido ao contexto da pandemia. Os professores assinaram um Termo de Consentimento Livre e Esclarecido autorizado pelo Comitê de Ética em Pesquisa da Unifesp. Resultados: A análise e discussão do material coletado foi realizada a partir do referencial teórico da psicanálise. Cinco categorias foram elaboradas/descritas: Experiências com a violência como eixo. Simbolização a partir da "Mentalização". Omnipotência x Impotência (Idealização x Castração). Impacto da implementação. Impacto da experiência da Pandemia após o projeto. Conclusões: Esta pesquisa aponta para a hipótese de que espaços de elaboração para professores podem se tornar caminhos para a resiliência e prevenção dos chamados traumas coletivos. A pesquisa qualitativa pode ajudar na compreensão profunda dos aspectos que facilitam ou dificultam os processos de implementação de projetos de prevenção da violência, levando em consideração o olhar sobre as dinâmicas inconscientes, ansiedades e mecanismos de defesa prevalecentes em cada grupo. Estas descobertas podem contribuir para futuras intervenções focalizadas no papel do observador nas escolas.
Background: Violence in schools has alarming numbers in Brazil and worldwide. Bullying can lead to both psychological and school learning consequences of its victims. The school is an important venue for the development of violence prevention projects. Objective: This qualitative data study aimed to research the impact of the implementation carried out with the teachers of a municipal school in São Paulo. Participants and Setting: Homogeneous and intentional sample consisted of eight teachers who participated in the intervention regularly in the 2019 school year and shared this experience. Methods: In-depth interviews, with guide-topics. The interviews took place online and/or face to face, due to the context of the pandemic. The teachers signed a Free and Informed Consent Form authorized by the Research Ethics Committee of Unifesp. Results: The analysis and discussion of the collected material was performed from the theoretical referential of psychoanalysis. Five categories were elaborated/described: Experiences with violence as the axis. Symbolization from the "Mentalization". Omnipotence x Impotence (Idealization x Castration). Impact of the implementation. Impact of the experience of Pandemic after the project. Conclusions: This research points to the hypothesis that elaborative spaces for teachers can become pathways to resilience and prevention of so-called collective trauma. Qualitative research can help the in-depth understanding of the aspects that facilitate or hinder the processes of implementing violence prevention projects, taking into consideration the look at unconscious dynamics, anxieties and defense mechanisms prevalent in each group. These findings may contribute to future interventions focused on the role of the observer in school.
Background: Violence in schools has alarming numbers in Brazil and worldwide. Bullying can lead to both psychological and school learning consequences of its victims. The school is an important venue for the development of violence prevention projects. Objective: This qualitative data study aimed to research the impact of the implementation carried out with the teachers of a municipal school in São Paulo. Participants and Setting: Homogeneous and intentional sample consisted of eight teachers who participated in the intervention regularly in the 2019 school year and shared this experience. Methods: In-depth interviews, with guide-topics. The interviews took place online and/or face to face, due to the context of the pandemic. The teachers signed a Free and Informed Consent Form authorized by the Research Ethics Committee of Unifesp. Results: The analysis and discussion of the collected material was performed from the theoretical referential of psychoanalysis. Five categories were elaborated/described: Experiences with violence as the axis. Symbolization from the "Mentalization". Omnipotence x Impotence (Idealization x Castration). Impact of the implementation. Impact of the experience of Pandemic after the project. Conclusions: This research points to the hypothesis that elaborative spaces for teachers can become pathways to resilience and prevention of so-called collective trauma. Qualitative research can help the in-depth understanding of the aspects that facilitate or hinder the processes of implementing violence prevention projects, taking into consideration the look at unconscious dynamics, anxieties and defense mechanisms prevalent in each group. These findings may contribute to future interventions focused on the role of the observer in school.