As drogas no contexto da rede estadual de ensino em Campina Grande/PB: um estudo em representações sociais.

Abstract

The general objective of this work is to analyze the social representations about drugs and students who use drugs, built by teachers of the State Education Network in the city of Campina Grande - PB. The research was carried out in 08 schools of Elementary and Middle School, covering different geographical areas of the city. A total of 56 teachers participated, which corresponds, on average, to 20% of the faculty of each school. We use as a data production resource: the observation of everyday school, the Free Association of Words (ALP) and the Questionnaire with objective and subjective questions. For the analysis of the data, we use Descriptive Statistics; Categorical Content Analysis and the Word Cloud. We verified that the process of objectifying the representations of "drugs in school" and "user student" occurs through a same conceptual metaphor, being understood as a "problem". They are, therefore, associated social representations. Drug anchorages, in general, are carried out through the medical-psychiatric and legal-criminal models, but there is also an evolution towards a more social understanding by the subjects. Fear is a very recurrent characteristic in the discourses of the research participants when it comes to this theme in the daily school life. Teachers point out the effects on the personal life of students and on the school context, the needs, obstacles to the implementation of educational practices on the subject and the responsibility of the family on this issue. Regarding the students, most of the participants of the research characterized them from a negative perspective regarding behavior, educational performance, physical aspect, psychological dimension, and interpersonal relations to their families. Only a few have pointed to a more positive view of these students in relation to their school performance. In general, the participants pointed out that the lack of specific training focused on the school context contributes to the non-implementation of educational practices on drugs. These results also indicate the need for work focused on school reality, more collective, formative and intersectoral.