Uma leitura crítico – emancipatória da violência na escola: as lutas e os jogos de oposição como forma de (res)significação.

Abstract

The present work has as objective to problematize the meanings of the violence in the school through the content fights and of opposition games, with students of the sixth year of the elementary school of a full time teaching institution located in the city of Tocantinópolis - TO.

O do so, we carried out the research with assumptions of a qualitative approach, of the research- action type, with theoretical contribution in the critical-emancipatory approach, with students

from 12 to 17 years old, from the sixth year of elementary school. The intervention was based

on a block of eight class tracing the assumptions of the critical-emancipatory theoretical- methodological approach. The qualitative analysis of the contents was based on the cross

between the look of the researcher and the contribution of the students and managers of the institution in light of the literature. When comparing what is fighting and what is violence in the students' view, it is observed that the concepts are lost and, in the end, they become the same event. According to the evolution of the classes, the students began to differentiate the terminologies of the words fight and violence according to their meanings. It was noticed that from the first contact with the fight content, until the moment of culmination of the festival, there was in concrete form the understanding of the content of struggles, in relation to their historical diversity, of the norms and values that this content has of enriching for the development of the individuals who are subsidized by them.