Violência da escola e violência na escola: a percepção dos professores e professoras de escolas de Belo Horizonte e suas implicações para o espaço de trabalho

Abstract

This study aims to discuss the perception of teachers and teachers of the ninth year of public municipal, state schools and particularly the city of Belo Horizonte on school violence and school violence and its implications for the workspace and health of those involved. The research is justified at the fact that, in recent times, the violence and the school has been featured in several discussion forums relating to problems faced by society, echoing the issues concerning citizenship, indispensable to the regulatory environment of the State democratic rights. It is a qualitative research, predominantly exploratory, with analytical-descriptive orientation, that part of the holding of open and individual interviews with teachers from public schools, state and local and private of Belo Horizonte, in operation in the period 2014 and 2015. The analysis of the interviews took place under the theoretical framework of the formulations around the concepts of symbolic violence, for Bourdieu, and oppression / liberation, by Paulo Freire, which printed with this research, too, the nature of literature review . The data analysis was guided by the articulation of these concepts and the scene of contradictions and ambiguities that they constitute, from the following questions: Teachers and teachers understand that the school and even the classroom are places marked by violence? Which teachers perceive violence, symbolic violence (Bourdieu) and / or other types of violence (oppression of Paulo Freire)? Teachers and teachers realize the implications of violence for the working conditions? Teachers and teachers fall ill with violence? Teachers believe in release, as proposed / theorized by Paulo Freire? The intersection between the theoretical framework and the analysis of interviews intended to show at the end, as the analytical categories defined in the theoretical framework are perceived by teachers and interviewed teachers, as well as the perception of the implications of violence in their daily work. For analysis of the interviews, categories were organized with assumptions in Paulo Freire and Bourdieu, through discussions of violent daily, divided into 1. violent condition of the teaching profession, 2. interpersonal violence between different authors and 3. the commitment of the role of school violence. From the analytical categories worked it concluded that teachers and teachers realize the symbolic violence at school, in terms of the concept pointed out by Bourdieu as well as other forms of violence, which also confirms the perception of violence as oppression under formulation of Paulo Freire. They remained perceived the violent conditions of teaching and also the presence of interpersonal violence between the different actors involved in the school environment as a result of the world's dynamic and contemporary time, which brings forth a school paper review. It was concluded finally that there is a commitment of the school paper, by violence, since all respondents and interviewees bring awareness and trademarks of violence (of various kinds), in their lives and work, what challenges the professional master of health promotion and prevention of violence in Brazil, the continuity of research that aim to fill the gaps, the gaps in the human development process as well as the extension of school socialization, with the increasing appreciation of the experience of all those whose training and experience can enrich the investigative process of the school culture and its many contradictions.