Mídia, violência Escolar e Profissão Docente

Abstract

This work, part of the research line "Teacher Training, Professionalization, and Educational Work," presents the results of a master's degree study that sought to answer the following question: how do teachers and administrators view the growing number of attacks on educational institutions? To what extent is studentled school violence related to digital media, and how does this situation affect the teaching profession? The investigation was based on assumptions about the society of the spectacle, among others. This qualitative research aimed to determine possible relationships between digital media, school violence, and the teaching profession, focusing on the work of practicing teachers in basic education. The specific objectives are to assess how school violence is addressed by Brazilian educational legislation; to map the relationships between media and school violence highlighted in the educational literature over the last five years (2019-2024) and from what epistemological perspective, considering the different media popularized during this period; To investigate how violence is being treated within educational institutions and how teachers and administrators view student-perpetrated violence at school and the relationship between this violence and digital media; to examine possible links between teaching approaches and violence in schools. The study included bibliographical research, document analysis, and empirical data collection through an online questionnaire administered to teachers at public schools in Goiânia. The results highlighted teachers' and administrators' perceptions of the increase in violence in schools, exacerbated by digital media and the distancing of guardians and family members from school life, as well as the lack of effective public policies to prevent and combat media-related violence such as cyberbullying. Furthermore, they pointed out that the media contributes to the spectacularization of violence and the weakening of teaching authority, increasing the challenges facing the profession. They also revealed that, although legal regulations exist on the topic, school violence, and the teaching profession, they are largely ineffective in practice, demonstrating a disconnect between legislation and the reality of the school environment. In conclusion, the study suggests that investments in public education are essential to creating safe and welcoming school environments, where respect and peaceful coexistence are promoted.