Uma investigação sobre clima escolar, violência e gestão de conflitos numa escola estadual do Norte de Minas Gerais

Abstract

This qualitative research focused on violence in the school context and sought to answer the following question: how can management mediate conflicts and provide better living conditions for students and staff at a school that lived and still lives with high levels of school violence? In this sense, the general objective of the research was: discuss the situations of violence that involve the school context of the researched school, seeking to identify the situations of school violence, the management strategies to deal with conflicts in the studied school, between the years 2012 to 2019. The specific objectives were: i) to identify the most recurrent cases of school violence that occurred at the state school Professora Clara Menezes Dias (EEPCMD), between the years 2012 to 2019, understand the possible causes and consequences of this violence; ii) analyze data on violence, actions to confront situations of violence and pedagogical actions developed by the school management of this school; iii) propose coexistence actions and a closer relationship between students, teachers and parents and pedagogical actions to reduce the rates of violence, indiscipline and vandalism at school. The research was developed in a state school in Minas Gerais and had as research subjects a group of teachers who work from the 6th to the 9th grade of elementary school and the management team. We are based, theoretically, on Abramovay and Rua (2002); Abramovay (2004); Abramovay (2015); Bourdieu (2014); Guiducci (2018), Guedes (2017). Regarding school management, we seek support from: Dusi (2017), Freire (2015), Luck (2009). Regarding the methodological procedures and field research instruments used to answer our question, we adopted the case study with qualitative methodology and applied questionnaires to teachers and conducted interviews with the management team. To conclude our research, based on the findings and in the light of the theoretical framework, an Educational Action Plan was developed with the main guidelines: continuing teacher education; the use of information and communication technologies (TICs) in the classroom, the redefinition of the rules of coexistence; the creation of cultural, leisure and social projects between school and community.