Abstract

ERAUSQUIN, Cristina  and  DOME, Carolina. THE ACTION-RESEARCH LIKE A STRATEGY FOR REVISITING EXPERIENCES, POSITIONINGS AND PRACTICES FACING VIOLENCES IN SCHOOLS. Anu. investig. [online]. 2016, vol.23, n.1, pp.87-96. ISSN 1851-1686.

This work explores the perspectives and positionings of educational agents about violences at schools, for expanding the glance at the problems they face and the interventions they develop. Reflections of educational agents of two secondary schools from the Metropolitan Area are analysed, describing their professional learning and their appropriation of meanings in Workshops of Reflection on Practice. The study is qualitative, descriptive and exploratory. Its methodology of action-research retakes concepts of the Laboratory of Change (Engeström 2007) to favour interaction, polyphony and re-meaning of school work. Questionnaires of Problem Situations in Interventions on Violence at Schools (Erausquin 2009) and Questionnaires of Reflection on the Practice along the Workshop (Erausquin, Dome 2014) were administered. The data analysis uses ethnographic method and content analysis (Bardin 1986). The results make possible to identify strengths and critical knots in becoming professional process, at the beginning and movements, changes and shifts at the end of the workshop experience, for an improvement of practice and an expansion of learning (Engeström 2001).

Keywords : Perspectives; Violence; Intervention; Learning.

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