<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932025000100206</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v30a2025e14428</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Convivência escolar e prevenção às violências: debates sobre a produção acadêmica da Região Sudeste do Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[School coexistence and prevention of violences: debates on academic production in the Southeast region of Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moro]]></surname>
<given-names><![CDATA[Adriano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zambianco]]></surname>
<given-names><![CDATA[Danila Di Pietro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Viviane Potenza Guimarães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Fundação Carlos Chagas Departamento de Pesquisas Educacionais ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932025000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932025000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932025000100206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo objetiva apresentar uma revisão narrativa sobre a convivência escolar, com foco nas produções científicas desenvolvidas na Região Sudeste do Brasil. A partir do levantamento dos trabalhos, realizou-se uma análise de conteúdo para localizar possíveis relações entre a convivência escolar e a prevenção de violências escolares. Foram selecionados 14 materiais, entre artigos científicos, teses e dissertações, com um recorte temporal de 10 anos (2014 a 2024), a partir da busca no Google Acadêmico com os conceitos-chave: &#8220;convivência escolar&#8221; e &#8220;violência escolar&#8221;. A análise levou a três temas: práticas escolares para a promoção da convivência e combate à violência; formação de professores para a promoção da convivência ética e políticas públicas e implementação de programas para a convivência ética. Os resultados sinalizam que um corpo teórico sobre convivência ética, relacionado à prevenção da violência escolar, tem se fortalecido na região, embora não de forma hegemônica entre os estados; destacam práticas escolares aplicadas à promoção da convivência ética, nas atividades em sala de aula e envolvendo toda a escola, bem como as potencialidades da formação docente que promove o engajamento com a temática, e destrincham a implementação de programas profícuos para a promoção da convivência ética nas escolas públicas, como movimentos necessários às demandas de aumento de registros de violências nas escolas, mas obstaculizados por descontinuidades e justaposição de políticas públicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to present a narrative review on school coexistence, focusing on scientific research developed in the Southeast region of Brazil. Based on a review of the research, a content analysis was conducted to identify potential connections with the prevention of school violence. Fourteen materials were selected, including scientific articles, theses, and dissertations, from a ten-year period (2014 to 2024) using Google Scholar with the key concepts: &#8220;school coexistence&#8221; and &#8220;school violence.&#8221; The analysis revealed three themes: School practices for promoting coexistence and combating violence; Teacher education for promoting ethical coexistence; Public policies and implementation of programs for ethical coexistence. The results indicate that a theoretical body on ethical coexistence related to the prevention of school violence has been strengthening in the region, although not in a hegemonic manner across the states. School practices aimed at promoting ethical coexistence are highlighted, including activities in the classroom and involving the entire school, as well as the potential of teacher training to engage with the topic. The implementation of effective programs for promoting ethical coexistence in public schools is also discussed, addressing the necessary movements to meet the demands arising from increased reports of violence in schools, but hindered by discontinuities and overlaps in public policies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Convivência escolar]]></kwd>
<kwd lng="pt"><![CDATA[Formação ética]]></kwd>
<kwd lng="pt"><![CDATA[Violência escolar]]></kwd>
<kwd lng="en"><![CDATA[School coexistence]]></kwd>
<kwd lng="en"><![CDATA[Ethical formation]]></kwd>
<kwd lng="en"><![CDATA[School violence]]></kwd>
</kwd-group>
</article-meta>
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<given-names><![CDATA[T. P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A convivência ética em escolas públicas: análise de um programa de intervenção a partir das perspectivas dos profissionais da escola]]></article-title>
<source><![CDATA[Revista Ibero-Americana de Estudos em Educação]]></source>
<year>2022</year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1293-310</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
