Violências escolares e enfrentamentos: o que dizem professores e gestores

Abstract

This dissertation aims to investigate the conceptions of teachers and administrators about school violence and coping strategies in a municipal school in Ponte Serrada/SC. The methodology employs a qualitative approach, bibliographic research with literature review, and in terms of technical procedures, it is classified as a case study. The literature review was conducted in the Thesis and Dissertation Library, referring to descriptors related to the conceptions of teachers and administrators and school violence (period from 2018 to 2023). It included semi-structured interviews conducted with a sample of two elementary school teachers, two middle school teachers, and two administrators from a municipal elementary school. The main results showed that the participants recognize the multiple expressions of violence (physical, symbolic, institutional, and structural) present in everyday school life, highlighting factors such as intolerance and disrespect. To address this, they seek different strategies and measures implemented within the school environment, such as: fostering relationships more grounded in dialogue, working with families, active listening, and lectures, among others. Furthermore, they emphasize the importance of working in conjunction with a multidisciplinary and intersectoral team as a way to address situations of violence in schools. These results contribute to understanding school violence, promoting more assertive and preventive actions and practices mediated by teachers and administrators, as well as fostering a culture of peace in schools, and encouraging discussions on this topic in teacher and administrator training.