Emergência e vivências da violência contra professores no ambiente escolar na concepção docente.

Abstract

The present work sought to analyze the phenomenon of violence that occurs in the school environment against teachers, having as a guiding question the following question: considering that cases of violence against teachers are increasingly frequent in the Brazilian school environment, how is this phenomenon perceived and faced by teachers? To give theoretical support to the research, we rely on authors such as Abramovay (2006;2015), Charlot (2002), Golarte (2010), Arendt (2013), Scheldb (2016), Ristum (2001; 2004; 2010), Minayo ( 1993) and Oliveira (2014), among others. Considering the complexity of the phenomenon, we chose to carry out a bibliographic research, which composes the theoretical framework, and a field research with four teachers from the city of Pombal-PB. The tool used to collect the data consisted of a questionnaire composed of seven open questions, totaling twenty-eight answers. To process the collected data, we used Content Analysis, according to Laurence Bardin's conception. The results of a study on teachers' perceptions point to the persistence of the phenomenon of violence in the school routine, in its various forms: physical, verbal, violence against property, aggressiveness and lack of limits on the part of students. It was possible to perceive that the origin of the violence derives from intra-family conflicts, bullying, consumption of inappropriate media content, the teacher's attitude in the classroom, violence in society, among other factors. We also note that the main way to face the problem is to invest in dialogue and in the construction of strong legislation that aims to protect teachers who are victims of violence in the exercise of their functions and to punish the aggressors.