A violência e suas implicações nas relações acadêmicas em uma escola da periferia da cidade de Goiânia, no final dos anos 2020

Abstract

This work is about the forms of violence that occur in the school environment of a public state school, on the outskirts of the city of Goiânia, based on the documentary analysis of reports from the period of November 2019 to March 2020; of data collection through semi-structured interviews, carried out with four professors from the referred institution and application of a questionnaire by Google Forms. As a theoretical basis, authors such as Bourdieu (1983,1989,1992,1998,2004,2008,2012), Abramovay (2002,2003,2005,2012) e Minayo (2000, 2006,2007,2010), that talk about the processes of violence and the various types of manifestation in society, such as male domination, structural violence and symbolic violence that cross in a diffuse and often veiled way, the various other forms of violence. This work is also based on the studies of Maciel and Shiguinov Neto (2006), Shiguinov Neto (2015), Cunha (1985,2017,), Romanelli (1986) and Saviani (1999,2011), which analyze the historical process of education in Brazil and its interface with contemporary educational space. The results apprehended in the documentary research confirm violence as a phenomenon that occurs between all genders, classes and in different modalities. The types of violence manifested range from psychological, symbolic and physical, to structural violence, as a phenomenon that is rooted in the educational institution, product of the very historical process of the school space as a coercive and domination environment. As for the information obtained through questionnaires and interviews with teachers, it was evident that violence goes through concrete and socio-material conditions of the profession, with diversity in remuneration, workload and types of contracts that reflect the social inequality that teachers may be exposed to. subjects, given the historical process of devaluation of the profession. The categories of school-related violence most identified by the teachers who participated in this study are physical, verbal and bullying. This study points out some contradictions in the understanding of violence as a phenomenon present in the school space, showing the intertwining of complex phenomena such as power relations, patriarchy, devaluation of the teacher, among others. These are results that highlight and emphasize the difficulties of understanding this phenomenon in all its complexity