Violência escolar: reflexões a partir de enunciados materializados em documentos da Unesco e do Brasil

Abstract

The main objective of this research is to investigate how the concept of School Violence is materialized and articulated in the speeches of official documents from Unesco and the Brazilian Federal Government (2019-2022 administration) in order to verify their convergences and divergences. This study finds its greatest justification in the face of the alarming increase in extreme forms of violence within schools. To conduct the investigation, we opted for documentary research, in a comparative study of international and national public policies. We rely on the Bakhtinian methodological perspective – Bakhtin (1993, 1997, 2006, 2017, 2020) – for the textual analysis of the documents, and on the theoretical perspective of Theodor Adorno (2010; 2014; 2020), to support our understanding of violence as a barbarism. The Bakhtinian analytical technique provided the emergence of latent ideological positions of the interlocutors, loaded with implicit meanings, present in the statements uttered textually by the public authorities. We also record how the historical and political context of the narratives directly impacts on the constitution of public power actions. Theoretically supported by the Adornian philosophy, we observed, throughout the analysis, that there are ideologies that support actions to combat school violence aligned with international human rights agreements, and there are ideologies that support narratives that are incompatible with these same treaties signed by Brazil. We emphasize how the authors of Brazilian government documents selected and manipulated laws that protect freedom of expression, family rights and human rights to defend precisely the opposite: a protected right to have prejudiced and violent opinions and attitudes against minorities, tolerated in the educational space. The documented evidence that we point out is proof of a real material foundation of discourses that promote school violence linked to stigmatizing stereotypes that induce exclusion and discrimination. The public school is subjected, in this discourse, to the private dictates of religious and political beliefs of certain groups, disregarding the secular, republican and democratic character of the public educational space, in addition to perpetuating the reproduction of archaic forms of school violence that foment barbarism and horror.