Violência escolar em foco: um estudo de caso em uma Escola Estadual de Juiz de Fora

Abstract

This study investigates occurrences of violence at Estadual Professor Roberto Neves School, located in Juiz de Fora, Minas Gerais. The school, situated in a peripheral neighborhood with high levels of social vulnerability, serves students from low-income communities and faces challenges related to its socioeconomic context and infrastructure. With 339 students currently enrolled in Elementary Education, High School, and Youth and Adult Education (EJA), the institution underwent a major renovation between 2022 and 2024. The improvements included the construction of laboratories, a library, an accessibility ramp, and a multi-sports court, resulting in significant advances in its physical structure. However, the renovation period also brought challenges, including an increase in records of indiscipline and episodes of school violence. These incidents grew considerably over the years analyzed, highlighting the need for more effective actions to address the issue. In this context, the main objective of this research is to analyze the procedures adopted by the school community in response to incidents of violence recorded in the years 2022, 2023, 2024, and 2025, as well as to propose preventive strategies to avoid new cases. To achieve this goal, specific objectives were established, such as investigating records of violence, examining the disciplinary measures applied, and suggesting integrated solutions. The analysis seeks to answer the central question: What measures have been implemented by the institution to deal with episodes of violence? The study is grounded in concepts of inclusion, management, infrastructure, and school violence, using dissertations and academic articles as its theoretical framework. Among the materials analyzed are the dissertations by Rosane Pimenta Fargnoli (2020) and Marcos Aparecido da Silva (2017), as well as the article by Silva and Assis (2018). In addition, authors who also address the theme are considered, such as Debarbieux (2002) and Charlot (2002). These works provide a theoretical basis for understanding the trajectory of inclusive policies in Brazil and strategies to address school violence, contributing to the formulation of proposals aligned with the reality of the investigated school. A qualitative and documentary approach guides the analysis of school records, allowing the identification of the causes of violent episodes and gaps in institutional policies. Furthermore, methodologies such as discussion circles with school staff, interviews with enrolled students, and participant observation will be employed. The study emphasizes the importance of integrated strategies involving the school, family, and community to transform the school environment into a safer and more inclusive space. By investing in educational and preventive actions, it is expected to reduce the frequency of violent incidents and promote a culture of respect, cooperation, and peaceful coexistence.