Psicologia Escolar e violência na escola : sentidos e significados nas políticas educacionais

Abstract

This study is linked to the Postgraduate Program in Psychology at the Federal University of Goiás, within the line of Psychosocial and Educational Processes. It articulates the field of School Psychology and studies on violence in schools, aiming to analyze the meanings and significance attributed to this phenomenon and to identify challenges and possibilities for action in School Psychology. Violence is understood as a complex and multicausal phenomenon, frequently observed in societies characterized by economic and social inequalities. School Psychology refers to an area of action and knowledge production centered on the schooling process and the interactions that constitute it. The study is based on historical-cultural theory, especially Vygotsky, adopting a critical perspective that understands educational phenomena in their multiple determinations. This is qualitative research, developed through a literature review and documentary analysis of federal and Goiás state educational public policies that address violence in the school context. The literature review indicated a concentration of publications in 2021, with a focus on the Southeast region, particularly São Paulo. Research in public basic education schools predominated, especially in the second phase of elementary school, with a higher recurrence of physical violence. The qualitative analysis pointed to possibilities and challenges for School Psychology, especially for preventive action articulated with public policies. The analysis of public policies revealed the prevalence of a punitive logic in addressing violence, with an emphasis on control, surveillance, and individual accountability. Although they mention actions of "awareness," "training," and "mediation," these policies do little to explicitly state the role of School Psychology and tend to reduce the complexity of the phenomenon to the management of risky behaviors. Even so, gaps were identified for the action of School Psychology in institutional mediation, in the training of professionals, and in the construction of collective processes of democratic coexistence. It is concluded that addressing violence in schools requires coordination between scientific production, public policies, and institutional practices, with School Psychology, from a historical-cultural and critical perspective, being fundamental in the construction of collective and mediating interventions.