CURRICULUMS OF INITIAL TEACHER TRAINING AND THE LACK OF PREPARATION TO HANDLE BULLYINGAT SCHOOL

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CURRICULUMS OF INITIAL TEACHER TRAINING AND THE LACK OF PREPARATION TO HANDLE BULLYINGAT SCHOOL

Journal Title: Revista Espaço do Currículo - Year 2020, Vol 13, Issue 1

Abstract

Based on the Analysis of the Enunciation proposed by Bardin, this article analyzes public policy documents that constitutes the curriculums of Pedagogy courses in Brazil. The objective was to know the orientations to the construction of Pedagogy curriculums, in what regards offering conditions to teachers to think and act consciously in the face of school violence and bullying. The results point to the silence on this theme: this worries significantly, since the reviewed literature demonstrates the importance of creating a school environment focused on the formation of morality and, through it, the prevention of violence in school. On the other hand, the same review indicates that the moral teachers’ disengagement and theachers’ representations on violence and bullyingattempt against the involvement of these professionals in the prevention of those problems. In what concerns these factors, the initial formation in Pedagogy tends to reproduce the conditions of moral disengagement and pedagogical omission that contribute to the conservation of a context that generates bullyingand other violences in school.

Authors and Affiliations

Catarina carneiro Gonçalves, Fernando Cézar Bezerra de Andrade

Keywords

curriculum; initial teacher training; Pedagogy; bullyingmanagement; school.

EP ID EP683212
DOI https://doi.org/10.22478/ufpb.1983-1579.2020v13n1.40718
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