<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000100105</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i56.4345</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[VIOLÊNCIA ESCOLAR E PRÁTICA PEDAGÓGICA: UMA REVISÃO INTEGRATIVA]]></article-title>
<article-title xml:lang="en"><![CDATA[SCHOOL VIOLENCE AND PEDAGOGICAL PRACTICE: AN INTEGRATIVE REVIEW]]></article-title>
<article-title xml:lang="es"><![CDATA[VIOLENCIA ESCOLAR Y PRÁCTICA PEDAGÓGICA: UNA REVISIÓN INTEGRADORA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estumano]]></surname>
<given-names><![CDATA[Enizete Andrade Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Maély Ferreira Holanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Emmanuelle Pantoja]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>56</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A violência é um fenômeno visível socialmente, e a escola é uma instituição onde se desenvolve de diferentes formas, denotando a sua relevância no ambiente educacional. Neste contexto, objetiva-se descrever os estudos publicados, entre os anos de 2013 a 2022, acerca da violência escolar, tendo como parâmetro a prática pedagógica dos professores na Educação Básica. O estudo é de natureza quanti-qualitativa de cunho exploratório e descritivo, desenvolvido a partir de estatísticas básicas, análise de similitude e de conteúdo. A partir do corpus textual em análise, emergiram três categorias: i) violência, que apresentou conexão com os termos escola, prática docente e pesquisa; ii) professor, que interagiu com aluno, estudo e ensino; e, iii) escolar, que se interligou com contexto social. Os resultados indicam que a violência escolar tem forte impacto sobre o comportamento dos docentes e discentes, o que resulta em adoecimento e desmotivação pela profissão entre os professores e provoca evasão escolar, medo e danos psicológicos nos alunos. Conclui-se que a violência escolar é uma variável que precisa ser mais estudada e discutida pelos profissionais da educação e pela sociedade, a fim de construir soluções que, por um lado, combatam atitudes danosas ao ambiente escolar e, por outro, evitem danos físicos e psicológicos, particularmente, aos principais sujeitos do processo ensino-aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Violence is a socially visible phenomenon, and the school is an institution where it develops in different ways, denoting its relevance in the educational environment. In this context, the aim is to describe the studies published between 2013 and 2022 on school violence, using the pedagogical practice of teachers in basic education as a parameter. This is a quantitative-qualitative study of an exploratory and descriptive nature, based on basic statistics, similarity analysis and content analysis. Three categories emerged from the textual corpus under analysis: i) violence, which was linked to the terms school, teaching practice and research; ii) teacher, which interacted with student, study and teaching; and iii) school, which was linked to the social context. The results indicate that school violence has a strong impact on the behavior of teachers and students, which results in teachers becoming ill and demotivated by the profession, and causes school dropout, fear and psychological damage to students. The conclusion is that school violence is a variable that needs to be studied and discussed more by education professionals and society, in order to build solutions that, on the one hand, combat harmful attitudes in the school environment and, on the other, prevent physical and psychological damage, particularly to the main subjects of the teaching-learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La violencia es un fenómeno socialmente visible, y la escuela es una institución donde se desarrolla de diferentes maneras, denotando su relevancia en el ámbito educativo. En este contexto, se pretende describir los estudios publicados entre 2013 y 2022 sobre violencia escolar, tomando como parámetro la práctica pedagógica de los docentes de educación básica. Se trata de un estudio cuantitativo-cualitativo de carácter exploratorio y descriptivo, basado en estadística básica, análisis de similitud y análisis de contenido. Del corpus textual analizado surgieron tres categorías: i) violencia, vinculada a los términos escuela, práctica pedagógica e investigación; ii) profesor, que interactuó con alumno, estudio y enseñanza; y iii) escuela, vinculada al contexto social. Los resultados indican que la violencia escolar tiene un fuerte impacto en el comportamiento de profesores y alumnos, lo que provoca que los profesores enfermen y se desmotiven por la profesión, y causa abandono escolar, miedo y daños psicológicos a los alumnos. La conclusión es que la violencia escolar es una variable que necesita ser más estudiada y discutida por los profesionales de la educación y por la sociedad para construir soluciones que, por un lado, combatan actitudes nocivas en el ambiente escolar y, por otro, prevengan daños físicos y psicológicos, en especial a los principales sujetos del proceso de enseñanza-aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[violência]]></kwd>
<kwd lng="pt"><![CDATA[escola]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[docente]]></kwd>
<kwd lng="en"><![CDATA[violence]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="es"><![CDATA[violencia]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[profesor]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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