O sentido do silêncio dos professores diante da violência doméstica sofrida por seus alunos : uma análise do discurso / The meaning of silence : why do teachers keep quiet regarding domestic violence an analysis of their discourse
AUTOR(ES)
Maria Paula Panúncio-Pinto
DATA DE PUBLICAÇÃO
2006
RESUMO
Juridical proceedings have recently acquired new meaning into their contents, regarding the protection of youth rights (until the age of 18), materialized in ECA (a body of laws which defines and protects the rights of children), related specifically to domestic violence exposure. Although domestic violence can impair childrens development and health, and also, that the school is a privileged institution to identify and notify these cases, schools notification represents only a small proportion of the total reported. Thus, this research aimed to understand why school is an institution that keep silent about this phenomenon, interviewing first grade teachers of private and public schools. We analyzed teacherss interviews using a qualitative approach (discourse analysis) supported by a materialistic and historical perspective, based on Michel Pecheuxs perspective. We identified on teachers answers two major points that justify their scarce notifications: 1) speaking as teachers they deny domestic violence and treat child raising practices as a parental responsibility; 2) as parents, they point that beating is the only viable solution to solve conflicts. The results allow us to conclude that there is an ancient tradition of domestic violence as a child rearing practice, that is still powerful and strong even though a new juridical perspective has emerged and defined intervention. Family and school frontiers or the public and the private relations are still confusing matters, that lead the school and educators to remain in silence, so the role to identify and notify domestic violence is not accomplished.
ASSUNTO(S)
análise do discurso violência na família silence discourse analyses family violence silêncio schools escolas
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