No meio do caminho tinha uma escola: implicações da estrutura violenta no desempenho escolar dos estudantes

Abstract

The International Student Assessment Program (Pisa) aims to assess the educational skills and competences of students aged between 15 and 16 years. In other words, Pisa assesses skills and competences at the end of their basic education, checking the level of preparation of young people for the contemporary world and the efficiency of educational education systems compared to other participating countries, as it allows Brazil to assess knowledge and student skills contrasted with student performance results from the 37 OECD (Organization for Economic Co-operation and Development) member countries, plus 42 partner countries/economies. The Pisa assessments take place every three years and comprise three main areas of knowledge: Science, Reading and Mathematics, in addition to these, the program assesses so-called innovative domains, such as Financial Literacy and Global Competence. This work has as main objective to evaluate how violence affects the student's school performance. This discussion is relevant since we treat violence in its different concepts, from symbolic violence (swearing, prejudiced dissemination and exclusion) to physical violence, which can directly impact the quality of the educational system. We work here, dependent and independent variables from the PISA database. As it is a quantitatively based work, we will process and analyze the data using the PSPP free software. We found evidence that variables such as economic, social and cultural status, school discrimination environment, failure and gender have direct implications for students' academic performance. This discussion is relevant since violence can induce some types of behavior of educational agents that go against the goals of improving the quality of education and increasing school attendance. The relationship between violence and school performance is structured around two aspects. In the first, the theoretical analysis regarding the concept of school violence, and the second concerns the quantitative database. One of the consequences of the violent situation entering schools is the reduction of demands, on the part of principals and teachers, in the learning process. The other problem is that students may find it difficult to concentrate on their studies. This difficulty, if extended to a certain point, can lead students to repeat grades or even drop out of school.