Violência escolar e formação de professores: estratégias de enfrentamento na dimensão educacional

Abstract

Violence has been intensely discussed in the school environment. There are studies in the areas of education and psychology that demonstrate the illness of students and teachers due to violence in different spheres of human development: psychological, social, and cultural, according to theorists of historical-critical psychology, as well as education and sociology. The main objective of this work was to investigate the school violence phenomenon in a four dimensional perspective: bibliographic, documental, propositional and evaluative. To do so, it had the following specific objectives: (i)To systematize the literature concerning to school violence published in scientific journals from 2016 to 2020; ii)To analyze guidance materials on combating school violence, produced by Brazilian civil and public entities, available on the internet, produced from 2010 to 2016; iii)To build an educational product, entitled a Thematic notebook of pedagogical orientation*, in order to help the fight against violence in elementary education; iv)To analyze the evaluation carried out by high school teachers on the Thematic notebook of pedagogical orientation (educational product). In this sense, we start from the following guiding questions about school violence: relationship between violence and teaching practice; and the main types of violence identified in the school environment. Stated that, from a methodological point of view, this work is characterized as being of quantitative nature, with the use of graphic resources to demonstrate the results obtained in the questionnaire applied to teachers; and a qualitative one, consisting on bibliographic and documental outlines. Furthermore, it took a propositional and evaluative research approach, through the construction of an educational product, as a didactic proposal, entitled “Thematic pedagogical notebook on school violence”, for teachers and students who experience situations of conflict and/or violence at school. For analysis purposes it was adopted the perspective of content analysis (BARDIN, 2004), considering the thematic units for categorization and deepening of the data found in the booklets. Among the results obtained, it is highlighted that the literature constitutes the main theorists that cover school violence, from an educational, sociological and/or psychological perspective, such as: Charlot (2002), Abramovay and Calaf (2010), reinforcing the theme in a critical, reflexive and preventive perspectives. The analyzes related to the literature review converge in the conception that violence presents itself as multifaceted, associated with school occurrences, with different types of violence being identified: verbal, physical, intra and extrafamilial. As for the documental analysis of the six booklets about school violence, they favored the understanding that violence is the subject of discussions in other knowledge areas formulated by public and civil institutions. In addition, it helped us to expand the technical knowledge and guidelines recommended by the aforementioned instances and prepare the educational product that, after the evaluation of the teachers, would help both teachers and students who are related to the reality of a public school in Campina Grande-PB. Finally, the theoretical- methodological approach was discussed in the process of facing school violence, converging with the proposal identified in this work, aiming to problematize violence in a multiple sphere, with educational purposes providing the guarantee of human rights. As for the contribution of the pedagogical guidebook, it is emphasized the possibility of debate in the schools in order to reduce stereotypes, interpersonal conflicts and damage to the social processes of school.