Violência escolar em uma escola estadual: desafios e possibilidades gestoras

Abstract

The following dissertation was developed within the scope of the Professional Master’s Degree in Management and Evaluation of Public Education (PPGP) of the Center for Public Policies and Evaluation of Education at the Federal University of Juiz de Fora (CAEd / UFJF). The management case was structured based on the observation of situations of violence among students at a state school in the state of Minas Gerais. School violence - which is the focus of attention of educational managers who seek to discuss strategic alternatives to the problem - comes from a combination of political, economic, social, legal and cultural issues. Concerned about the theme, attentive to what reference authors have discussed about the subject, and investigating what takes place in the location chosen for the research, the present work focus on the hypothesis that the reality of school violence may be configured by the non-recognition of the school institution's social role by a set of agents (students, teachers, families). In order to confirm and / or refute this hypothesis, the following research question was defined: what connotations do students, teachers and other public agents establish for the investigated school institution, when asked about the evidence of school violence? To problematize this research question observing, in particular, how school management can contribute for the community to reflect on the consequences of school violence issues for both teaching and learning relationships, it was defined - as a general objective - to understand the different types of school violence in the studied institution and its consequences in the educational processes, with the intent of proposing a management plan. The following specific objectives were outlined: (i) to identify evidence from the management case, mapping the types of everyday situations that contribute to the situation of school violence, and investigating how the different agents who inhabit the state school have been dealing with these situations; (ii) to analyze the nature and frequency of the mapped violence, problematizing challenges and possibilities for the implementation of management actions; (iii) to propose an Action Plan for the constitution of a school management that contributes to the modification of the school culture based on violence, returning the investments of the research to the community. For that purpose, the methodology adopted was to collect data from unidentified questionnaires applied to students, teachers and other employees, which allowed to identify categories of analysis that determined the Action Plan. It was concluded that the culture of violence - present through the verbal and physical aggressions, and through damage to public property - finds in dialogue ways of mediation for the implementation of a non-exclusive culture. In this sense, managing situations of violence is proposed as a possibility for the promotion of a path that can strengthen the community within the institution, through the fight to guarantee the right to learn, regardless of social, political, economic and psychological factors among others, that justify violence to the school and violence at school.