<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142017000400705</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v17n4.p705-716</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[É BEM RARO ENCONTRAR ALUNOS VIOLENTOS ENTRE AQUELES QUE ACHAM SENTIDO E PRAZER NA ESCOLA&#8221;: A VIOLÊNCIA ESCOLAR ENTRE DISCURSOS E CONCEITOS]]></article-title>
<article-title xml:lang="en"><![CDATA[IT IS VERY RARE TO FIND VIOLENT STUDENTS AMONG THOSE WHO FIND MEANING AND PLEASURE IN SCHOOL": SCHOOL VIOLENCE BETWEEN DISCOURSES AND CONCEPTS]]></article-title>
<article-title xml:lang="es"><![CDATA["ES MUY RARO ENCONTRAR A ESTUDIANTES VIOLENTOS ENTRE LOS QUE ENCUENTRAN SIGNIFICADO Y PLACER EN LA ESCUELA": LA VIOLENCIA ESCOLAR ENTRE LOS DISCURSOS Y LOS CONCEPTOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Longo]]></surname>
<given-names><![CDATA[Monique Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>4</numero>
<fpage>705</fpage>
<lpage>716</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142017000400705&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142017000400705&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142017000400705&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Ante a abrang&#234;ncia sem&#226;ntica que o termo viol&#234;ncia escolar tem alcan&#231;ado na atualidade, signific&#225;-lo rigorosamente torna-se imperioso se se pretende enfrentar o problema &#224; margem da &#8220;histeria midi&#225;tica&#8221; (DEBARBIEUX, 2002) ou da nega&#231;&#227;o deste fen&#244;meno que tem desestabilizado as m&#250;ltiplas concep&#231;&#245;es de ensino e aprendizagem. Nesse sentido, este artigo se prop&#245;e a apreender como t&#234;m sido travadas as disputas que se pretendem significadoras das concep&#231;&#245;es e das pr&#225;ticas de enfrentamento das diversas facetas da viol&#234;ncia que atravessam hoje o cotidiano das institui&#231;&#245;es de ensino. Trata-se de um estudo de natureza descritiva bibliogr&#225;fica cujos principais aportes te&#243;ricos residem em Alice Itani, Miguel Arroyo, Bernard Charlot, Julio Aquino, Mirian Leite e Eric Debarbieux. Algumas considera&#231;&#245;es foram levantadas: (1) a indistin&#231;&#227;o conceitual dos termos utilizados para significar as muitas facetas da viol&#234;ncia escolar pode torn&#225;-la categoria segregadora de um grupo rotulado como violento-infrator; (2) a falta de rigor apresentada por alguns autores ao discutir a tem&#225;tica retratam a fragilidade das categorias de p&#250;blico a qual a escola hoje busca representar, e de inf&#226;ncia como algo universalmente reconhec&#237;vel; e (3) a viol&#234;ncia pode decorrer do hiato existente entre o aluno real que hoje se insere na escola e o ainda vigente modelo pedag&#243;gico moderno hegemonicamente determinado que desconsidera as diferen&#231;as identit&#225;rias. Ficou clara, por fim, a import&#226;ncia de se enfrentar a desestabiliza&#231;&#227;o provocada pela quest&#227;o da viol&#234;ncia, e que a pr&#225;tica de refletir semanticamente o termo constitui-se um primeiro passo &#224; formula&#231;&#227;o de estrat&#233;gias para o seu enfrentamento. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Ante el alcance sem&#225;ntico a que el t&#233;rmino violencia escolar ha llegado hoy en d&#237;a, se hace imperioso darle un significado riguroso si se quiere abordar el problema al margen de la "histeria de los medios" (Debarbieux, 2002) o de la negaci&#243;n de este fen&#243;meno que ha desestabilizado las m&#250;ltiples concepciones de ense&#241;anza y aprendizaje. En este sentido, este art&#237;culo tiene como objetivo comprender c&#243;mo han sido realizadas las disputas que pretenden ser significadoras de las concepciones y de las pr&#225;cticas de enfrentamiento de las diversas facetas de la violencia que actualmente impregnan la vida cotidiana de las instituciones educativas. Se trata de un estudio descriptivo bibliogr&#225;fico cuyas principales contribuciones te&#243;ricas residen en Alice Itani, Miguel Arroyo, Bernard Charlot, Julio Aquino, Mirian Leite y Eric Debarbieux. Se han planteado algunas consideraciones: (1) la indistinci&#243;n conceptual de los t&#233;rminos utilizados para significar las m&#250;ltiples facetas de la violencia escolar pueden convertirla en una categor&#237;a segregadora de un grupo denominado como grupo violento infractor; (2) la falta de rigor presentada por algunos autores al discutir el tema retratan la fragilidad de las categor&#237;as de p&#250;blicos a los que la escuela busca representar hoy en d&#237;a, y la infancia como algo universalmente reconocible; y (3) la violencia puede provenir de la brecha entre el alumno real que llega a la escuela hoy y el modelo pedag&#243;gico moderno hegem&#243;nicamente determinado, a&#250;n vigente, que no tiene en cuenta las diferencias identitarias. Se hace evidente, por &#250;ltimo, la importancia de abordar la desestabilizaci&#243;n causada por el tema de la violencia, y que la pr&#225;ctica de reflejar sem&#225;nticamente el t&#233;rmino constituye un primer paso en la formulaci&#243;n de estrategias para resolverlo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Violência em meio escolar]]></kwd>
<kwd lng="pt"><![CDATA[Abrangência semântica]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="en"><![CDATA[Violence in schools]]></kwd>
<kwd lng="en"><![CDATA[Semantic comprehension]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="es"><![CDATA[Violencia en el medio escolar]]></kwd>
<kwd lng="es"><![CDATA[Alcance semántico]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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