Violência escolar: questões e desafios para a gestão

Abstract

Situations of violence in the school, although it is not a recent phenomenon, are a constant problem, constituting a continuous concern for management teams and other professionals. In this context, this academic paper discusses issues and challenges related to this theme, based on the research developed in a municipal public school, located on the outskirts of the metropolitan area of the city of Porto Alegre, state of Rio Grande do Sul. Among the questions that provoke this study, are those that seek to know how violence is manifested in the investigated school and what are the respective guidelines adopted by the management team and/or the faculty in these cases. Therefore, after discussing theoretical ideas dedicated to the theme from Hannah Arendt, Miriam Abramovay, Marcos Rolim e Marília Sposito, as well as some contributions to the comprehension of the implication of this issue for school management, this study analyzes reports and reflections resulting from meetings of the researcher with the students and the teacher who participated on the study. Based on the assumption that students – when they find space and moments of listening and have opportunities and voice – can live without aggression and even act as mediators of conflicts, activities were developed over three academic semesters. For this, the methodological procedures used were action research based on Maria Amélia Santoro Franco e Mari Forster’s ideas, so, the records and comments in the field dairy consisted of one of the main operational tools. Among the results obtained, it is evident the students' commitment when they exercise actions as protagonists and responsible subjects. Hence, unlike the initial expectation, it can be seen that major violence does not come from children and their attitudes: it appears much more in what each one can say and/or denounce in the group about events lived in the school itself or in their lives. Thus, considering the determinant role of school management in this context, this study suggests, among other reflections, there is a need for a radical attitude of dialogue and listening to students and teachers, as well as opportunities for continuous pedagogical training, sensitizing and empowering teachers to daily life challenges.