Project School Without Violence Home » Project School Without Violence
SCHOOL WITHOUT VIOLENCE = VICTORY COMMUNITY
BACKGROUND
Violence is a problem that is worrying the whole society and especially parents and teachers. This concern is justified by the fact that more and more children and young people are victims or agents of such violence.
The company is facing a big dilemma, "the insolence of the kids."
Some questions require a deeper reflection to be answered: what should be the role of adults in the training of the young? There is indeed a failure in the educational process? is the assertion: "In my time was not so young"? solve spanking? punishment help? children and young people are the same unruly? what is a discipline today? times have changed we are equal or even our parents? social exclusion would be among the causes of indiscipline in schools?
It is real and visible clash between adults and youth, teachers and students, parents and children.
In the schools' teachers pull their hair. " Parents say they do not know what to do.
Some educators say they need a constant dialogue and less repression by adults. Others argue that strict rules are necessary and imposing harsh restrictions. Also indicated are the most diverse solutions: religion, sports, cultural activities, love, understanding, punishment, etc. repetition.
We are facing something that is neither new nor strange: young people trying to escape all the rules in pursuit of their freedom and independence.
But ... is not so simple. Today there is a consensus that the world has changed and there are many dangers that youth face. Parents are fearful. Even the freedom that was won with much struggle by past generations, is being questioned.
Parents and teachers think they are in a "blind alley". Do not know if they should be more liberal or more severe. They feel insecure and would like to have a "recipe ready" on how to handle this situation without much conflict.
However, the education of our children is a responsibility that must be shared: SCHOOL / FAMILY / COMMUNITY.
Urgent action is required, where the discussion of the topic: "INDISCIPLINE SCHOOL AND ITS RELATION TO VIOLENCE," may involve parents, educators, SABs, religious organizations, businesses, service clubs, classist associations, media and the wider community.
GENERAL PURPOSE
Develop a wide debate in society to seek ways to ease the indiscipline in schools, developing work to strengthen solidarity and understanding between students and teachers, parents and children, adults and children and to achieve the most sensible type success: the dignity of the individual, through education.
SPECIFIC PURPOSE
• Create study groups within the community for discussion of the topic: "INDISCIPLINE SCHOOL AND ITS RELATION TO VIOLENCE."
• Organize groups of teachers, youth, parents, clergy, educators, psychologists, psychiatrists, religious leaders, representatives of the Department of Public Safety, Child Protection Council, heads of institutions for children and youth and community representatives to discuss the theme: "INDISCIPLINE SCHOOL AND ITS RELATION TO VIOLENCE. "
• Create groups with specialized approach play between adults, children and youth.
• Encourage the peaceful coexistence between parents and children, students and teachers.
• Involve the various civil institutions, the commitment to education of children and young people.
• To encourage attitudes of respect for the environment, contrary to the violence.
• Create spaces for discussion and reflection on our culture and social reality.
• Facilitate research that can quantify the number of people involved in the project and evaluate the changes observed.
META
The project aims to involve all state and municipal public schools in Sao Jose dos Campos in the events of the Permanent Forum to Talk About Indiscipline In School and Its Relation to Violence and direct monitoring by the pedagogical team of 10 public schools APROESP annum , and 04 municipal and 06 state, to be chosen according to their needs and interests at the beginning of the school year.
METHODOLOGY
The methodology is based on the theory-practice relationship and has always focused on the classroom. They use theoretical studies, as well as experience reports arising from the experiences and reflections, which also constitute the teaching materials.
APROESP the teaching team has been studying the issue thoroughly, through surveys, studies, document analysis, group discussion, participation in workshops and monitoring of all the literature on the subject.
Through this study, the team provides educational grants to schools involved for discussion and reflection on the theme.
The teaching team meets biweekly to produce documents and create educational activities that allow the approach and involvement of all pedagogical staff of the schools involved.
Recreational activities are created to involve the community in everyday school, where parents, students and teachers perform together activities for the culture of peace through the development of themes about love, cooperation, affection, solidarity and mutual respect.
Monthly meetings are held in schools involved with the community's presence. The activities conducted at that meeting can be held in churches or neighborhood associations.
Four major events, attended by a guest speaker, involves the whole community joseense in a space which can accommodate 500 people. The topic related to the issue of indiscipline in schools and its relationship to violence is discussed by the groups in schools and taken to a plenary meetings monthly.
All year questionnaires are applied in order to measure changes that occur during development of the project.
To encourage creative activities is carried out a competition that involves the whole community in which the school is located. This contest is offered prizes for the winning schools.
STRATEGIES
• Meet the teachers, who are working in the classroom, teaching staff appointed by the school so that they can report how they deal with potential clashes with students and present possible solutions.
• Meet parents of students to listen to "talk the parents" and to analyze the thinking of ourselves in relation to school.
• Gather students nominated by their peers, to hear the "speech of students" and to analyze the thinking of ourselves in relation to schools and teachers.
• Meet parents, students and teachers together to discuss the theme "INDISCIPLINE SCHOOL AND ITS RELATION TO VIOLENCE."
• Bring together the pedagogic team of the school community and the neighborhood in which it is inserted so that the team that runs the project can present current studies are being conducted by Educational Psychologists, Psychiatrists, Teachers, finally, by all scholars .
• Conduct educational activities, discussing topics such as ethics and morals in a philosophical sense.
• Conduct educational activities, fostering attitudes of respect, solidarity, mutual coexistence, tolerance, making the school a community space, where they develop healthy relationships.
• Promote the realization of joint projects produced by students, parents, teachers and community.
TARGET POPULATION
Teachers in the education city and state, students, staff and parents, involving the community in general.
SCOPE
State and local public schools in São José dos Campos.
EVALUATION
All phases of the project will be evaluated by the team's pedagogical APROESP and other professionals involved in the program.
Throughout the year, will allow data collected to see if goals are being met and prepared graphics that allow the verification of positive changes in teacher / student relationship, reflected in gestures of solidarity, cooperation, affection and mutual respect. Will be considered for evaluation, testimonials from parents, students and teachers, advice from health professionals, conduct research conducted with parents, students and teachers.
The divergence during the development of the project, may indicate the use of a new methodology.
AUCÉLIA BARBOSA ROSA
PROJECT COORDINATOR AND COURSES APROESP
ELIAS RAHAL NETO
PRESIDENT OF THE COORDINATOR AND APROESP PERMANENT FORUM
DISCUSSION ON INDISCIPLINE SCHOOL AND ITS RELATION TO VIOLENCE
SCHEDULE
» January and February
• Establishing partnerships to fund the project.
• Setting goals for the new year.
» March • Setting up of schools that will direct the team's pedagogical APROESP.
• Realization of the "Permanent Forum Discussion indiscipline and its Relation to Violence.
» April • Meeting with teachers, parents, students, staff and community members of the schools involved.
• Meeting space provided by a community, involving representatives from parents, students, faculty and staff of all schools involved to share experiences.
» May
• Course activities with teachers chosen by the schools involved will be the multiplier.
• Meeting with all pedagogical staff of the School and student representatives chosen by their peers.
• Meeting with teachers, parents, students, staff and community members.
»June
• Continuity of the "Permanent Forum Discussion Indiscipline in School and Its Relation to Violence," with lectures and discussion with the whole community joseense involving a professional whose actions in working with children and young people has been recognized nationally.
Proposed Local: Teatro Municipal de São José dos Campos.
» August
• Course activities with teachers chosen by the pedagogical staff of the schools involved that they will develop educational activities to be played in their schools.
• Meeting with all staff of the School.
• Meeting an area designated by the Board of Education, with representatives from parents, students, faculty and staff of all schools involved to share experiences.
» September • Continuity PERMANENT FORUM FOR DISCUSSION ON INDISCIPLINE SCHOOL AND ITS RELATION TO VIOLENCE, with the completion of lecture and discussion with the whole community joseense, involving action in a professional whose work with children and young people has been recognized nationally.
Proposed Local: Teatro Municipal de São José dos Campos
» October
• Meeting with parents, teachers, students and community members to assess the work done during the year.
• Meeting of representatives from parents, students, teachers, representatives of the community where the school is located, the Pedagogical Team APROESP and everyone else involved for the evaluation of the work.
• Promotion of an exhibition of work developed by the group: parents, teachers, students, staff and community members.
• Conduct a competition among the schools involved, with art activities.
»November
• Continuity PERMANENT FORUM FOR DISCUSSION ON INDISCIPLINE SCHOOL AND ITS RELATION TO VIOLENCE, with the completion of lecture and discussion with the whole community joseense, involving action in a professional whose work with children and young people has been recognized nationally.
Proposed Local: Teatro Municipal de São José dos Campos
WORK PLAN 2001
Meeting with the various segments of civil society
Who heads the project team + civil society
A - Presentation of the project.
B - Establishment of a binding document on the role of society on the issue of education of children and youth.
C - critically discuss the project that the company has for the child and the young.
Meeting with teachers
Who heads the project team + teachers
A - To raise questions on which to make a diagnosis and analysis that the teacher is your relationship with the students and the response you expect from children and adolescents.
B - Present studies being made in this direction.
C - Raising questions about the concept that one has to indiscipline.
D - Discuss the indiscipline in the classroom outside the context of violence.
E - Conduct recreational activities for approximation of those involved, disarmament of feelings, knowledge and recognition of others.
Meeting with students
Team managing the project students +
A - To raise questions on which to make a diagnosis and the analysis that the student does his relationship with the teachers and the response you expect from the school.
B - Present studies being made in this direction.
D - Discuss the indiscipline in the classroom outside the context of violence.
E - Execution of play activities to approach, disarmament of feelings, knowledge and recognition of others.
Meeting with parents
Team that developed the project + parents
A - To raise questions on which to make a diagnosis and analysis that parents make of their relationship with their children and the response you expect from children and adolescents as well as his involvement with the school where their children attend.
B - Present studies being made in this direction.
C - Raising questions about the concept that one has to indiscipline.
D - Discuss the indiscipline in the classroom outside the context of violence and to compare attitudes at home and in relationships with others.
E - Conduct recreational activities for the approach of those involved, disarmament of feelings, knowledge and recognition of others.
Meeting with faculty, staff, parents, students and community
Team that developed the project + parents, students, teachers and community
A - Reading and discussion of short texts easy to understand, about ethics and morals in a philosophical sense.
B - To work together school and community, to promote rapprochement and mutual respect.
C - Carry ludic approach, self knowledge, understanding and acceptance of others.
D - Exhibition of the work undertaken by the joint school / community.
E - Implementation of the contest among the school involved.
TECHNICAL STAFF
COORDEANDORA PROJECT
PROF. AUCÉLIA BARBOSA ROSA
PRESIDENT OF THE COORDINATOR APROESP and PERMANENT FORUM
INDISCIPLINE DISCUSSION ON SCHOOL AND ITS RELATION TO VIOLENCE
PROF. ELIAS RAHAL NETO
PEDAGOGICAL TEAM
Prof ª. Nicaea Rosa - APROESP
Prof ª. Maria Emilia Galvão Alves Almeida - APROESP
OPENING OF THE PERMANENT FORUM FOR DISCUSSION ON INDISCIPLINE SCHOOL AND ITS RELATION TO VIOLENCE
15/03/2000
Oratoria y Debate
Ponente: Dr. Julio Aquino Groppa
Maestro y de otro en Psicología en el Instituto de Psicología de la USP, profesor de Educación de la USP, organizador y co-autor de 08 libros, entre ellos: "indisciplina en las escuelas: Alternativas de Teoría y Práctica" y "Los enfrentamientos en el aula : una alternativa institucional a la relación profesor-alumno ".
SPEECH AND DEBATE
Speaker: Dr. Julio Aquino Groppa
Master and of another in Psychology at the Psychology Institute of USP, professor of Education at USP, organizer and co-author of 08 books, among them: "Indiscipline in Schools: Alternatives Theory and Practice" and "Clashes in the classroom : an institutional alternative to teacher-student relationship.
DEBATEDORES GUEST
DR. HUMBERTO FRANCISCO OLIVE PURPLE
PRESIDENT OF FUNDHAM Foundation - Helio Augusto de Souza
PROFESSOR ALEX NILSON DA SILVA
GUARDIANSHIP COUNCIL OF SAN JOSE DOS CAMPOS
RODOLFO PAUL SERPA
MINISTRY OF THE DIOCESE OF LOWER SAO JOSE DOS CAMPOS
PUBLIC PRESENT
STATE PUBLIC NETWORK
106 teachers in the classroom
50 directors
56 coordinators
15 teaching staff members of the Board of Education (supervisors - TBA)
Total: 227 educators
73 schools
Private schools
1. Preschool Recreating / Creating Curumim
2. Mater Dei College
3. ECOMP
4. School Maria Augusta Moreira da Costa
5. College Illuminati
6. Theophilus College Otoni Rao
7. Escola Monteiro Lobato
8. St. Joseph Institute
9. Natural School Experience
10. Martins School Synésio
11. Educational Center Cavalcanti Lemos
12. College Cassiano Ricardo - Anglo
13. Centro Educacional SESI
14. SENAI - São José dos Campos
Total: 14 schools
20 educators
Retired Teachers: 02
INSTITUTIONS
1. SESI / 01 (Coordinator)
2. SENAI / 01 (Director)
3. SENAC / 01 (Educational Supervisor)
4. BANESPA / 02 (bank)
5. REGIONAL ASSISTANCE DIVISION
SOCIAL DEVELOPMENT AND THE VALLEY OF PARAÍBA / 01 (Technical Director)
6. POLICE
/ 01 (Sectional Chief of Police)
/ 01 (Captain Female Military Police)
/ 01 (Chief of Police for Children and Youth)
7. CATHOLIC CHURCH
/ 02 (Team of Religious Education)
/ 02 (Pastoral Family)
/ 01 (Parish Office Assistance - Taubaté)
/ 01 (Brotherhood Campaign)
/ 01 (Pastoral in Defense of Life)
/ 01 (Pastoral)
/ 02 (Diocesan Commission on Family Pastoral)
/ 02 (Priests)
8. CITY HALL
/ 04 (Aldermen)
9. SABs
/ 01 (Field of the Germans)
/ 01 (New Michigan)
/ 01 (Jardim da Granja)
/ 01 (Garden Valley Sun)
10. UNIONS
/ 01 (Eletricitários Union of Sao Paulo)
/ 01 (Association of Private Schools)
/ 01 (Center Professorship Paulista)
11. SERVICE CLUBS
/ 01 (Lions Esplanade - Sao Jose dos Campos)
12. ENTREPRENEURS
/ 01 (JAC - Editor)
13. MUNICIPAL HEALTH DEPARTMENT
/ 01 (Integration Program Comprehensive Adolescent Health)
/ 01 (Pediatrician)
/ 01 (Cocoon Project)
/ 01 (RN)
14. FUNDHAM
/ 01 (Psychologist)
/ 01 (Educator)
/ 01 (Psychologist)
/ 01 (Social Worker)
OTHER
PARENTS OF STUDENTS 02
STUDENTS TEACHING 09
EMPLOYEE OF SCHOOL 01
NAP and TRIBUS - Psychopedagogist 01
PSCOPEDAGORA - Cons.Partic. 01
PROMOTER OF EVENTS 2001
ADVOCATE 01
01 SOCIAL WORKER
LIVING IN MINAS GERAIS 01
It is estimated that a small percentage was present without having completed the form.
REPORT OF WORK IN 1999 DESIGNED BY TEACHING STAFF OF APROESP
"LISTENING TO THE SPEECH TEACHER"
Meeting 30/03/1999
Local: SESC
Time: from 08 to 12 hours.
Schools involved: 15
Teachers heard: 21
In speaking of teachers, we can see clearly, they feel affection for the students and at the same time, show a great difficulty in working with these children or young people.
They claim they could even develop a more creative work in the classroom, but a lot of the time used to align the class once a reigning "shouting" deafening and that many students do not even notice the arrival of the teacher.
Recognize that there is a vocal minority and undisciplined that encourages others to have the same attitude.
They feel that teachers need more courses for their professional development, and it has not happened.
They believe that dialogue with students' families could be very important to address the issues of indiscipline in the classroom, but they are totally from the school.
The criteria for promotion of students, imposed by the Department of Education and how they are distributed to students in accelerated classes, are also appointed as agents generators indiscipline.
One problem mentioned by all was the excessive number of students in the classroom.
The path of severe punishment was not the choice of no teacher present, but everyone recognizes that the Statute of the Child and Adolescent gives many rights to students and poor recovery of duties and the teacher is practically no rights.
"LISTENING TO THE SPEECH OF STUDENTS - 1999
SCHOOLS INVOLVED: 04
STUDENTS EARS: 175
AGE: 13 to 21 years.
Four schools selected students to be heard by the team.
EEPG. ANGELO DE AFONSO SIQUEIRA 06/01/1999
EE PROF. GERALDINE COELHO MONTEIRO 02/06/1999
EEPSG. PROF. MONTEIRO DOURIVAL OLIVER 06/02/1999
EEPSG. PETER MASCARENHAS 06/01/1999
The school should adopt a criterion of their free choice to select students who would be heard by the team.
In all, the criterion used was the choice of students who had "problems of indiscipline." As soon as they met for talks with the project team, noticed and complained about the criteria adopted. They said: "I know why I was chosen. Here are only the unruly. "
In one of the schools was the term used by the students "retrace" to indicate the presence of undisciplined. The common phrase was: "Here is only retrace ... 're just missing guy. " And the "guy" claimed soon appeared.
Students listen demonstrated differences from one school to another
School A
Students were receptive, but there was a rich dialogue. Demonstrated that they want respect for teachers.
Defined as a good teacher, one that respects the student and is competent. However, they could not identify what it was about. For them, a negative signifies a lack of respect.
In general, teachers did not show affection. If the teachers referred to as "owner" and teachers as "that guy". Not within the games and took to have an emotional rapport between them.
Were participant when they played guitar and sang his songs.
They said they talked with superficial things and his colleagues delved hardly an issue.
Unable to make a good assessment of the meeting with these students or by staff or by students.
School B
Students showed a great affection and respect for teachers. They were extremely receptive, involved in every play. Enriched the dialogue talking about their experiences with drugs, alcohol and sex.
Positioned themselves with clarity about their expectations for the school.
Complained that the prison school and seems to be "scouts" they say the direction is adopted. Do not approve of a police presence inside the school. Considered a good teacher who respects the student and explains well what he is teaching.
Called for the return of the team to continue the dialogue and parted affectionately.
School C
Students showed very fond of some teachers and repudiate others. Teachers who liked spoke with great affection and respect.
Participated in the discussions, were receptive and joined the games proposed by the team.
For the sample of the most undisciplined, it may be noted that the school has no major problems with indiscipline as they were educated and the team can have a conversation with them healthy.
Considered a good teacher who has enough knowledge and respect students.
They made a good assessment of the meeting with the team and requested a further meeting.
School D
Students initially were receptive and the dialogue was rich. After the interval they had, they returned quite different, with red eyes, distracted, sleepy and with a great hunger. Eagerly devoured the lunch that was offered them.
Director consider "good blood" and demonstrated affection for the teachers and management.
They parted politely asked the team and a new meeting to discuss other issues.
CONCLUSION TEAM 1999
Schools need to deepen discussion about indiscipline in the classroom as a barrier to learning. This problem must be faced squarely by all pedagogical staff of schools. In this process, it is essential to hear the student and families.
It is recommended that the school stop to review their role. If the problem is the professional competence of teachers, no need to use all the resources of the school in professional training courses. If the issue is the criteria for promotion of students, we must discuss the issue of evaluation. If you're stuck with teaching practices objectionable to the present time, there must be a more competent educational coordination. Finally, there is an error, and there is no point looking for culprits. We must rather seek solutions. It is also necessary that the school has clear what is indiscipline.
The school will have to decide what paths will go in order to achieve a goal, a goal: the end of indiscipline in the classroom as a barrier to learning.
The immediate reality is the issue of indiscipline. One must question this reality. To avoid seeing this problem in a mechanical way and yes, look at the problem through an analysis. Only then will change their social practice / teaching.
The school, reflecting this problem mediated by an analysis, will certainly change its position.
This time is that you will see what their ability and what your limits are.
The team found that the students listen, have positioned themselves very well and put their questions orally. As was asked to write about what they think of the matter, showed a very difficult time of it. Phrases poorly made, with no organization of thought and a great poverty of vocabulary, and spelling errors in simple words and known.
COMMENTS: (1999)
1. This analysis was not thorough with the schools involved.
2. Students' families were not heard.
3. This analysis is incomplete, since the teachers and students were not called for its elaboration. It was only drafted by the team that manages the project, after the remarks. Will serve to provoke further discussion and raise questions.
4. Teaching teams of the schools involved did not receive a copy of this report for reading and critical analysis.
5. Teachers representatives of the schools involved by reading the reports of 04 schools, but these must be identified, acknowledged the "speech of students" without any doubt, that speech was one of his students. There was an error at all.
6. The Director of Education, Prof.. Sonia Maria Silva also knew precisely identify the school which the report refers, without it was nominated.
7. The work was temporarily suspended due to difficulty in participating schools.
8. The APROESP will seek partnership with the City Department of Education and BOARD OF EDUCATION OF THE REGION OF SÃO JOSÉ DOS CAMPOS.
In a meeting held on 11.25.1999 at the Municipal Education Partnership was established the following:
PUBLIC AUTHORITIES AND CIVIL SOCIETY: SHARING RESPONSIBILITY
APROESP - Association of Teachers and Civil Servants of the State of Sao Paulo
President: Elias Rahal Neto City Department of Education of Sao Jose dos Campos Municipal Secretary: Juana Blanco Board of Education of the Region of São José dos Campos Education Officer: Sonia Maria Silva
COMMISSION
APROESP:
President Elias Rahal Neto
Rosa Barbosa Aucélia
Dalva Avila
Maria Emilia Galvão Alves Almeida
Rosa Barbosa Nicaea
OFICINA MUNICIPAL DE EDUCACIÓN SAN JOSE DOS CAMPOS
SECRETARY: Juana Blanco
Maria Emilia Lopes Carvalho
REGIONAL BOARD OF EDUCATION OF SÃO JOSÉ DOS CAMPOS
BOARD OF EDUCATION: Sonia Maria Silva
Katia Cristina Albino
Lázara Mascarenhas
DECISIONS TAKEN BY THE TEAM IN A MEETING HELD ON 12.2.1999
Realization of an event at the beginning of the academic year 2000.
Date: 15/03/2000 (Indicative)
Time: 08 to 18 hours
Venue: Teatro Municipal de São José dos Campos
Number of participants: 500
129 teachers from public schools in São José dos Campos (est. 89. + 30 mun.)
APMs, SABS, Class entities, councilmen, churches, media and other interested citizens to discuss education.
Speaker: (a scholar of this subject / discipline, ready to talk to the general public)
Distribution of support material to accompany the event.
Presentation of Coral "The boys in the South Zone"
Roundtable with mediator
Drafting a document to be sent to all schools.
Follow-up of 10 schools throughout the school year, studying, evaluating, reformulating.
06 PUBLIC SCHOOLS 04 STATE and LOCAL PUBLIC SCHOOLS
SUPPORT
Municipality of Sao Jose dos Campos to assign graphic material and human resources:
Graphic material: folder, handouts, invitations, folders.
Human Resources: master of ceremonies, recepecionistas, mediator
PROJECT
SCHOOL WITHOUT VIOLENCE = VICTORY COMMUNITY
• Project
• Schedule
• Work Plan
• Report of the Permanent Forum to talk about indiscipline in the school and its Relationship to Violence
• Report of 2000
• Phases of Training Partnership
• Report of 1999
• Achievements
REPORT OF THE YEAR 2000
In 2000 03 events were held with the presence of community joseense. The opening of the Permanent Forum to talk about indiscipline in School and Its Relation to Violence was an important moment for the project because it was attended by all segments of society.
The event generated a kind of discussion at school, with a different focus, where the speaker made the Professor awoke to a certain lethargy that engulfed him to reflect on their professional practice, as a transforming agent of the educational process and not a "victim of system ". The discussion, initially, even raised the ire of teachers, but was a starting point for a new way to see their role as educators.
From that event to discuss the schools took a new direction. Interest in the subject led the directors to develop a study on indiscipline in schools taking into account the way of thinking and living of children and adolescents, the new attitude towards the issue of freedom, the new relations between adults and youth and the need for a Also new position by the school resulting in a change in teaching practices.
In the second event in continually PERMANENT FORUM FOR DISCUSSION ON INDISCIPLINE SCHOOL AND ITS RELATION TO VIOLENCE, was the moment when young people were called to the Municipal Theater to hear and discuss their concerns and expectations about the school.
Heard a speaker who focused on the need for warmth in relations. He talked about drugs but do not blame or scare, but leading to reflection.
Young people had room to talk about their dreams, their longings, insecurities, giving chance for a document that reflects their thinking and were sent to teachers.
424 young people attended the event. The behavior of these young people during the work showed a different attitude from that normally seen among adolescents. There were at no time insolent or unruly. Participatory were interested and attentive to all that was said.
The evaluation made the event showed that they needed this call to his speech were heard and taken into account.
Continuing the PERMANENT FORUM FOR DISCUSSION ON INDISCIPLINE SCHOOL AND ITS RELATION TO VIOLENCE, a third moment were heard parents.
With the presence of parents and teachers, there was a certain moment of tension. Some accusations were exchanged. Teachers were charging a greater involvement of parents and the parents accused the teachers of authoritarian attitudes and a lack of understanding for their children.
With the speaker's speech, there was an understanding, because it differed from the public space private space, showing the role of each stakeholder in the educational process.
Again, there was a call to reflect on the actions of adults to education for children and young people and the necessity of community involvement so that changes can be truly experienced.
In a contest between the schools involved in the months of September, October and November, were developed artistic activities on topics such as: "The Value of Life," "Waking the word Brother", "The Art of Loving," "The act of sharing" "Respect for differences," "Learning to listen," Ensuring each other, "" Taking Responsibility. "
There were activities with strong community involvement that marked moments of great beauty, creativity and mutual respect among the young.
The event for the awards was called: "SCHOOL SHOW YOUR FACE." This presentation of the students realized the practices developed at schools throughout the year by the project "School Without Violence Community = Victory."
Students, faculty, staff and communities to reflect their practice and their role in seeking new ways to not allow the school to be a scene of violence, but it becomes in fact a citizen of the student space.
In 2000 the APROESP worked with the City Department of Education and Board of Education of the Region of São José dos Campos. The project followed nine public schools.
SCHOOLS INVOLVED:
NETWORK STATE
EE Eng Edgar de Mello Mattos de Castro
EE Prof. Jorge Barbosa Moreira
EE Prof. Maria Lourdes Camacho
EE Prof. Peter Mazza
EE Prof. Ruth Coutinho Cork
MUNICIPAL
EMEF Dom Pedro de Alcantara
EMEF Prof. Moacyr Benedito de Souza
EMEF Prof. Maria Nazareth de Moura Veroneze
EMEF Possidônio José de Freitas
Pedagogical Team of Aproesp
PROJECT BUDGET
The APROESP - Association of Teachers and Civil Servants of the State of São Paulo, is setting the stage for the start of work, promoting the necessary studies, surveys, preparing the team, paying the hours of study team, the acquisition of books and materials needed for the project began. For the project progress, seeks partnerships possible, given that he lacks the necessary funds for the entire project development.
The approximate budget accompanies this project, which can be analyzed, discussed, so you can meet the largest number of schools.
EVALUATION OF PROJECT
So we can verify compliance with the objectives and goals, we aim to measure through questionnaires that will formulate and tabulated by a person designated for that purpose, with practical training for this type of work, which will use methods and instruments to evaluation. This evaluation with scientific methodology, will be made in each term. Evaluation will be done in parallel by the team that developed the project, studying and analyzing changes in the teacher / student / parents / children through interviews obtained during the development of the work.
