INTERDISCIPLINARY APPROACH TO CHILD-JUVENILE VIOLENCE: A NECESSARY DIALOGUE FOR TEACHER TRAINING

Authors

  • MARIANNE LIRA DE OLIVEIRA UNIVERSIDADE FEDERAL DO PIAUÍ
  • CÁSSIO EDUARDO SOARES MIRANDA

Keywords:

Adolescents, Children, Education, Violence

Abstract

The violence suffered by children and adolescents is a historical phenomenon characterized by omissions or transgressions of their basic rights. However, despite being attributed to the teacher the role of mediating and notifying suspected or confirmed cases of violence, pedagogical training has been shown to be deficient in the face of transversal themes such as this one, which makes teaching work difficult. The objective of the present study was to describe aspects related to interdisciplinarity in the approach to child-juvenile violence during teacher training. This is an experience report with a qualitative approach on the interdisciplinary dialogue proposed in one of the stages of the extension project "Child-Juvenile Violence: Perspectives and actualities", developed in the city of Chaval-CE during the 10th and 11th of April 2019. As a result, the moments of integration favored the conviviality and articulation of ideas among the managers and teachers of different school units within the municipal education network. This integration is assessed in a favorable way by both the municipal education secretariat and by the participants themselves who were able to expose the situations experienced in a school context. In this way, it was concluded that aspects such as the interdisciplinarity in the approach of violence and the intersectoriality that composed this project were of paramount importance for the acceptance, the positive return of the participants and the elaboration of proposals for action.

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Published

20-03-2019

How to Cite

DE OLIVEIRA, M. L., & MIRANDA, C. E. S. (2019). INTERDISCIPLINARY APPROACH TO CHILD-JUVENILE VIOLENCE: A NECESSARY DIALOGUE FOR TEACHER TRAINING. Uningá Review, 34(1), 49–57. Retrieved from https://revista.uninga.br/uningareviews/article/view/2945

Issue

Section

3rd Section: Social and Human Sciences