Serviço Social e Educação: interfaces da violência escolar

Abstract

This Course Completion Work (TCC), in Social Work, aimed to study the social phenomenon of school violence in its multiple expressions, as well as to understand the perception within the scope of Social Work regarding the topic. To this end, a bibliographical review was developed, with the aim of identifying the production of knowledge within the scope of Social Work on the proposed theme. The materials selected as the basis for the research were the Qualis A1 scientific journals of Social Services, made available online and used as a theoretical reference during the author's training process (2018-2023). The current situation and the process of professional insertion in Education Policy impose the challenge of understanding school violence from its essence, as an expression of the social issue, which is deepening due to the advance of conservatism, hate speech and apology and relaxation of gun ownership in Brazil. The school is a space in which the reproductions of the various issues that permeate society are explained, as it constitutes social equipment, built by the subjects belonging to society. In addition to being a space for reproduction, it is also a space for the production of experiences guided by various forms of oppression and discrimination, with impacts on the emotional, social and educational development of male and female students. It is understood that publications on the topic at hand, as well as research and the collective debate of the professional category are determining factors to subsidize professional work in the school socio-occupational space, given that it is essential to know the reality that is put to an end to develop qualified and purposeful mediation and intervention processes, with a view to overcoming and transforming. The results obtained demonstrated the lack of debate on school violence as a category of analysis. Productions about education problematize the capitalist educational process and discuss interpersonal conflicts in the school context, however, without analyzing them as expressions of violence.