A violência escolar e a base legal para seu enfrentamento no Brasil

Abstract

The present study aimed to identify and analyze how school violence is characterized in the legal basis of Brazilian education, as well as to verify and examine which guidelines and propositions are presented for its confrontation. Therefore, an exploratory research was carried out, using bibliographic and documental research as data collection methodology. The bibliographic research took place through a survey of publications on school violence in the Scientific Electronic Library Online – SciELO, using the terms: school violence; violence at school; school violence (and) politics; legislation (and) school violence. The documentary research took place through a survey of current legal documents related to violence and school violence, especially with the Portal da Legislação, the official website of the Federal Government. Based on the data found, categories of analysis were established that point out that school violence is related to: sociological and psychological aspects; to the field of human rights; school discipline and climate; to gender issues; and, to public policies and their forms of regulation. It was concluded, among other aspects, that although school violence is discussed and supported by different laws and norms, there is still a long way to go in the sense that public policies are established at the Federal level so that there is a real confrontation of this social phenomenon. It is understood that these public policies need to go beyond school programs, as school violence is not related to just one cause, but is rather a social phenomenon typical of competitive, selective, exploited and excluding capitalist society, especially in a context in which children, adolescents and young people are seen more as beings of duties than of rights. Thus, with the support of teachers, managers and the community in general, it is necessary to give voice to their needs and aspirations, expanding their experiences, knowledge, skills and social and cultural values, among others, in a solidary and more egalitarian perspective. , so that they can become critical, full citizens and builders of a democratic and fairer society.