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Orientador(es)
Resumo(s)
The purpose of this paper is to analyse how educational policies about
school violence are reinterpreted and implemented at school level and if this
process contributes to a more pluralistic and democratic school. A research carried
out in 3 clusters of schools showed that the diversity of understandings and
strategies to face school violence, higher within the territories than between them,
was associated to the school board's agendas and the legitimacy of the different
actors to interpret and act within the national policies framework. There was a high
consistency between violence management strategies and the ways schools faced
social and cultural diversity. Those who favour more inclusive strategies to deal
with violence tend to provide higher educational opportunities in schools,
inversely, those who favour repressive strategies are more likely to support
educational and social selective strategies, with less educational offer; less
participation of teachers, students and parents in violence regulation.
Descrição
Palavras-chave
School violence Educational policies Equity Democratic education
Contexto Educativo
Citação
Sebastião, João, Campos, Joana, Merlini, Sara e Chambino, Mafalda (2013) "Education policies, territories and actor strategies", Italian Journal of Sociology of Education, 5 (2), PP 110-132 ISSN 2035-4983