The Reality

Its particular profession offers the fatal occasion to it to re-echo in the weakkest situations that provoke vexame, which it tries. It is clearly that this discharge of affection in a weakker individual in the child does not coat character intentional. ' ' The school, as any another institution, is designed so that the people are all equal ones. It has who affirms: the more equal, more easy to direct. Anna- Belknap might disagree with that approach. The homogenization is exerted through mechanisms to discipline, that is, of activities that investigate the time, the space, the movement, gestures and attitudes of the pupils, the professors, the directors, imposing to its bodies an attitude of submission and docilidade. As well as the school it has this power of domination that does not tolerate the differences, it also is cut by resistance forms that are not submitted to the impositions of the norms of must-being.

To understand this situation implies to accept the school as a place that if express in an extreme tension between antagonistic forces. (…) The professor imagines that the guarantee of its place if of the one for the maintenance of the order, but the diversity of the elements that compose the classroom hinders the tranquillity of the permanence in this place. Educate yourself with thoughts from real-estate developer. The same time that the order is necessary, the professor plays a violent and ambiguous role, therefore if, of a side, it has the function to establish the limits of the reality, of the obligations and of the norms, another one, it unchains new devices so that the pupil, to if differentiating of it, have autonomy on its proper learning and its proper life. (SCHRAML, 1996, P. 78-79) If to leave of the estimated one of that the pertaining to school intervention is structurally normative/confrontativa, our look turns toward the relation professor-pupil, at the same time structural and conjunctural of the pertaining to school violence. .

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