Resumen

FAJARDO, Indinalva Nepomuceno; SILVA, Íris Lima e; PINTO, Fátima Cunha Ferreira  y  BERESFORD, Heron. Estimate of an existential context evaluation of the school violence for the planning of educational motor behaviors to pré-adolescentes of progression classrooms. Ensaio: aval. pol. públ. educ. [online]. 2006, vol.14, n.50, pp.91-106. ISSN 0104-4036.

ABSTRACT The violent behaviors of children, pay-adolescents and adolescents, in situation of social risk, have been constituted as a phenomenon of moral nature that spreaded in the last years in Brazil. This fact affects different instances of the Brazilian society, amongst these, many schools, consisting in a great challenge and concern for the society and, more specifically, for the responsible ones for these institutions. For this reason it became object of public politics that, in some way, try to present strategical alternatives for the solution of this big problem. So, the objective of this work is presenting a reflection about the subject, showing an evaluation of existential context of violence that could contribute with some estimated for the planning of educational motor behaviors to pay-adolescents with delay in cognitive development and that, because of this, are registered in progression classrooms. This evaluation was developed from a existential phenomenological understanding of the pay-adolescents of 9 the 12 years old, registered in the related classroom of the Municipal School Dr. August Mário T. of Freitas, located in the North Zone of Rio De Janeiro, in which the violent behavior of pupils is a current manifestation. In this understanding was established a logical correlation between the causes and consequences of this problem, using as theoretical support the thought of Jose Ortega Y Gasset who manifests the necessity of knowing the Being from its existential circumstance, proving that the beings in question live in a context social and historical of adverse circumstances, that can be the causes of the violence in the school and others environments

Palabras clave : Evaluation; School; Classroom of Progression; Phenomenology Existential; Violence.

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