Concepções de pedagogos acerca da violência doméstica contra crianças e adolescentes e suas relações com o processo de ensino-aprendizagem

Abstract

The present article is a study about the educator’s conceptions, acting in a classroom or in any other function that can be attributed to him in educational institutions, in front of the domestic violence suffered by children and teenagers and its relation with the process of teaching-learning. To obtain the data, surveys were applied with open and closed questions to six pedagogues of three public municipal institutions of the city of Natal, Rio Grande do Norte. It is important to emphasize that the approach tend to a reflection about the role of the educator and the teacher, besides the role developed by him in the society, to give him the possibility to think about his formation and his acts before children and youths that live in a routine of violence, reinventing his methods, seeking out actions to cognitive and social growth of these students. The results will be developed from the critic interpretation of testimonies given by the educators and the observation of school scenarios.