SCHOOL VIOLENCE: A REFLECTION ON PRACTICE TEACHERS

Authors

  • Lourenço Eugénio Cossa

DOI:

https://doi.org/10.17058/rea.v23i1.5636

Keywords:

Teaching Practices, School Violence, Discourse Analysis, Senses Effects

Abstract

In this article, practices are presented in school violence within the National Education System (SNE) in Mozambique. Such practices are contextualized and questioned from social, political and cultural perspectives and human as well as from the theoretical and methodological support of the French Discourse Analysis founded by Pêcheux order to reflect on the effects of feelings that underlie the subject of discourse teacher through their practice. Even if questioned, the functioning of the pedagogical discourse is still based on the authoritarian type of discourse, which justifies a study whose focus school and social violence produced against the student. Discursive excerpts are analyzed that evidence still present actions in school and identified as promoters of loss of self-esteem, avoidance and school failure. The effects of identified senses show veiled coercive practices, something contradictory to the speeches officially presented by the SNE.

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Author Biography

Lourenço Eugénio Cossa

Mestrado e Doutorado em Educação pela Universidade Federal do Rio Grande do Sul, membro do GEARTE e do GPEAD, Professor no Departamento de Design e Multimídia na Universidade Pedagógica em Maputo (Moçambique). Endereço: Rua Paulo Gama, 110 - Farroupilha, Porto Alegre - RS, Brasil, 91501-970 (51) 3308-3601. Endereço eletrônico: faysakho@yahoo.com

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Published

2015-06-16

How to Cite

Eugénio Cossa, L. (2015). SCHOOL VIOLENCE: A REFLECTION ON PRACTICE TEACHERS. Reflexão E Ação, 23(1), 72-99. https://doi.org/10.17058/rea.v23i1.5636

Issue

Vol. 23 No. 1 (2015): Educação, Linguagem e Arte

Section

Educação, Linguagem e Arte

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