Resumo

LONGO, Monique Marques. IT IS VERY RARE TO FIND VIOLENT STUDENTS AMONG THOSE WHO FIND MEANING AND PLEASURE IN SCHOOL": SCHOOL VIOLENCE BETWEEN DISCOURSES AND CONCEPTS. Contrapontos [online]. 2017, vol.17, n.4, pp.705-716. ISSN 1984-7114.  https://doi.org/10.14210/contrapontos.v17n4.p705-716.

Given the semantic comprehensiveness that the term school violence has today, defining it clearly becomes imperative if we want to deal with this problem that is now bordering on "media hysteria" (Debarbieux, 2002), or the denial of this phenomenon that has destabilized the multiple concepts of teaching and learning. This article seeks to understand how the disputes that are meant to signify the concepts and practices of dealing with the various facets of violence that today are part of the daily lives of educational institutions have been dealt with. This is a descriptive, bibliographic study, for the main theoretical contributions were from Alice Itani, Miguel Arroyo, Bernard Charlot, Julio Aquino, Mirian Leite and Eric Debarbieux. Some considerations have been raised: (1) the conceptual lack of distinction of the terms used to define the many facets of violence in school settings can turn it into a category that segregates a group labeled as violent-offender; (2) the lack of rigor presented by some authors when discussing the theme demonstrates the fragility of the categories of public that the school today seeks to represent, and of childhood as something universally recognizable; and (3) violence may the result of the gap between the real child that arrives in school and the modern hegemonic pedagogical model that is practiced today, that fails to consider identify differences. Finally, the importance of facing the destabilization caused by the issue of violence was clear, and the practice of reflecting it semantically constitutes a first step in the formulation of strategies for dealing with it.

Palavras-chave : Violence in schools; Semantic comprehension; Teacher training.

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