Imagens da Educação

VIOLÊNCIAS E EDUCAÇÃO: RESISTÊNCIAS E INVENTIVIDADES AO PÂNICO MORAL, AOS ATAQUES NAS MÍDIAS E AS AMEAÇAS ÀS ESCOLAS

2025-06-25T11:41:25+00:00

Texto do Editorial da Chamada Temática intitulada "VIOLÊNCIAS E EDUCAÇÃO: RESISTÊNCIAS E INVENTIVIDADES AO PÂNICO MORAL, AOS ATAQUES NAS MÍDIAS E AS AMEAÇAS ÀS ESCOLAS"

VIOLENCE AND EDUCATION: RESISTANCE AND INVENTIVENESS TO MORAL PANIC, MEDIA ATTACKS, AND THREATS TO SCHOOLS

2025-06-25T11:41:24+00:00

Texto do Editorial na versão em inglês da Chamada Temática intitulada "VIOLÊNCIAS E EDUCAÇÃO: RESISTÊNCIAS E INVENTIVIDADES AO PÂNICO MORAL, AOS ATAQUES NAS MÍDIAS E AS AMEAÇAS ÀS ESCOLAS"

VIOLENCIAS Y EDUCACIÓN: RESISTENCIAS E INVENTIVIDADES AL PÁNICO MORAL, A LOS ATAQUES EN LOS MEDIOS Y A LAS AMENAZAS A LAS ESCUELAS

2025-06-25T11:41:24+00:00

Texto do Editorial na versão em espanhol da Chamada Temática intitulada "VIOLÊNCIAS E EDUCAÇÃO: RESISTÊNCIAS E INVENTIVIDADES AO PÂNICO MORAL, AOS ATAQUES NAS MÍDIAS E AS AMEAÇAS ÀS ESCOLAS"

VIOLÊNCIAS E CULTURA DE PAZ NAS ESCOLAS

2025-06-25T11:41:23+00:00

The research addresses the topic of violence and the culture of peace in schools with a focus on Bill (PL) No. 1,482/2023. The central hypothesis is that the implementation of practices and policies that promote a culture of peace can significantly contribute to reducing violence rates in schools. The objective, based on qualitative and documentary research, is to analyze the relationship between the culture of peace and education in accordance with Bill No. 1,482/2023, explore the nuances of the challenge of promoting a culture of peace in schools, highlight the importance of approving and implementing preventive measures and investigating the implementation of Bill No. 1,482/2023 as fundamental to creating a safer school environment conducive to the academic and emotional development of students. It is concluded that the approval and implementation of Bill No. 1,482/2023 is crucial to creating a safer school environment that is conducive to the academic and emotional development of students, based on some Brazilian initiatives. The culture of peace not only contributes to the formation of conscious and responsible citizens, but also establishes the foundations for a more peaceful and equitable society, in addition to being a democratic management mechanism.

ATTACKS ON SCHOOLS AND HATE SPEECH AMONG YOUNG PEOPLE

2025-06-25T11:41:23+00:00

In the historiography of violence, records of school attacks were fortuitous episodes. However, there has been a progressive increase in this type of violence since 2017, resulting in 49 attacks. Researching these attacks committed by young people requires understanding the different dimensions of school violence and, in particular, the relationship between hate speech and Brazilian youth. The explanations for the attacks sometimes focus on bullying practices, sometimes on access to firearms; moreover, the participation of young people in extremist groups emerges as an issue to be problematized. Aware of the complexity of this phenomenon, this analysis sought to investigate Brazilian school attacks and was based on Peter Gay’s precepts regarding the cultivation of hatred, Adriana Dias’s thesis on the formation of the subject in neo-Nazi groups, and reflections on school shootings by Glenn Muschert and Johanna Sumiala to assess the episodes in Realengo, Suzano, Barreiras, Aracruz, and Cambé. This exploratory and qualitative research relied on broad methods, ranging from the use of secondary (documentary) sources to materials produced by the young perpetrators. In the cases analyzed, these individuals engaged in copycat crimes, glorifying the Columbine tragedy and making Nazi apologias. A mixture of hate speech was observed, intertwined with principles of misogyny, reflecting the co-optation of these young people by anti-democratic actors in online groups. School attacks alert us to the need to critically examine youth culture and establish effective public policies to regulate social media and online platforms that violate human rights.

“I AM BEING FEARED, I AM THE BOOGEYWOMAN TEACHER”

2025-06-25T11:41:22+00:00

This article aims to analyze teachers' narratives that express some minor actions driven by events in the daily life of an Early Childhood Education school located in a city in the interior of the state of Rio Grande do Sul. As a methodological and analytical strategy, we use narrative investigation. To produce data, we carried out narrative interviews, narrative meetings, field diaries and other sources of narrative data. The study problematized some actions that emerged from everyday school life, which we consider minor education that promoted the debate on gender and sexuality issues in the EMEI researched. We recognize the school as being involved in the three central characteristics of a minor education: deterritorialization, political ramification and collective value. In this way, although the actions are singular and originate from an individual act, they somehow cause transformations in the collective. Finally, we found that the resistance strategies that were being produced by the teachers at EMEI emerged from the movement of observing and listening to children, therefore, it is the children who dig the gaps so that the minor can be activated in the school space.

VIOLENCE IN SCHOOLS

2025-06-25T11:41:22+00:00

The objective of this text is to problematize the violence that occurs in schools in Brazil, based on the gender marker. Considering categories such as gender and violence, we intend to elucidate how criminal attacks on schools in the country are increasing, so that men are the most involved public, including in serious crimes of homicides and physical injuries, from the 2000s to the current days. This is an exploratory research, using documental and bibliographical study as instrumentation, with qualitative data analysis. We conclude that violence is a cultural factor, present in different social spaces, including at school, and causes harm to students, teachers, employees, family members and society as a whole.

FORMAR CIUDADANÍAS CRÍTICAS Y DEMOCRÁTICAS EN TIEMPO DE VIOLENCIA EN LAS REDES SOCIALES

2025-06-25T11:41:21+00:00

El mundo que habitamos en este presente siglo, global, interconectado y vertiginoso, ha configurado un escenario complejo de asir. Entre diversidad de componentes de esta complejidad, las prácticas sociales violentas signadas por el negacionismo y los discursos de odio nos preocupan y ocupan en la formación de ciudadanía críticas y democráticas. Por tal motivo, promovemos estrategias y materiales didácticos, como fuentes, que posibiliten la comprensión de los problemas socialmente vivos como una invitación y provocación al pensamiento crítico que desnaturalice prácticas sociales violentas que circulan, fundamentalmente, en las redes sociales. En este escrito identificamos y caracterizamos los discursos violentos como formas de hacer política de la nueva derecha argentina a modo de recuperar algunas dimensiones epistemológicas para pensarnos en lo que nos pasa y reflexionar sobre lo urgente y necesario abordar en la escuela y la educación la violencia en las redes sociales como un problema social.

PROBLEMATIZATIONS ABOUT SUICIDE PREVENTION FOR LGBTI+ STUDENTS IN SCHOOLS

2025-06-25T11:41:20+00:00

This article is part of a master's research in education, developed in the research line Curriculum, teacher training and diversity, linked to the Postgraduate Program in Education at a public university in the state of Mato Grosso Sul. We started with the following problem: What is the relationship between the school and suicide prevention among LGBTI+ students? Faced with this problem, our aim was to make scientific observations that ensure a critical reading of the school as a space for reproducing LGBTI+phobic violence that triggers self-injury and suicide, and how the school environment can be a place of promotion, protection and proactivity in the face of identified cases of self-injurious and suicidal behavior. The conclusion is that suicide prevention actions take place in the month dedicated to tackling suicide, and strategies to combat existing vulnerabilities are still incipient, and the unpreparedness of us education workers to deal with issues related to sexual diversity and LGBTI+phobia is evidente.

VIOLÊNCIAS VIVIDAS POR PESSOAS TRANS* NA UNIVERSIDADE

2025-06-25T11:41:19+00:00

O artigo apresenta parte das análises elaboradas em uma tese de doutorado em educação, com foco nas vivências de estudantes trans* na Universidade Federal do Maranhão (UFMA – Brasil). Reunindo estudos e pesquisas de pesquisadoras trans*, além de pesquisadoras e pesquisadores dos estudos de gênero e sexualidade, o texto tem como objetivo discutir a presença da violência nas narrativas de estudantes que participaram da pesquisa, tendo como mote a questão do reconhecimento do uso do nome social como estratégia política da universidade para inclusão e permanência de pessoas trans*. As análises buscam visibilizar, por meio de entrevistas narrativas, os episódios de violência, bem como os percursos de luta e as estratégias de resistência elaboradas por três estudantes trans*. A partir de suas narrativas, as estudantes reivindicam uma universidade que acolha, respeite, valorize – e elas contribuem para isso –, mas, sobretudo, que busque a garantia dos direitos das pessoas trans* e que não favoreça o aprofundamento das desigualdades vividas.

THE REFERENCE CURRICULUM OF THE STATE OF MINAS GERAIS

2025-07-01T02:19:26+00:00

This text aims to analyze the Minas Gerais Reference Curriculum for High School, with a focus on gender issues. The analysis was based on the high school curricular documents: the BNCC and the MGRC. Drawing from post-critical studies of curriculum and gender, we argue that despite the intense disputes, tensions, and impositions during the formulation and subsequent ratification of the BNCC for High School, especially with the exclusion of gender discussions from the national curriculum, resistances were organized, enabling the inclusion of gender debates through the curricular policies in Minas Gerais. We argue that the curriculum is a contested space and can also function as a mechanism of resistance.

FROM HATE TO VIOLENCE

2025-06-25T11:41:18+00:00

From hate to violence, this article aims to reflect on the relationship between the production of hate speech on the internet, specifically on social networks, and its articulation with the phenomena of school violence. I believe that hate speech is a contemporary phenomenon, making it necessary to analyze its characteristics and patterns of attacks and circulation on the networks, making it possible to understand the political and social forces that act in the foundation of hatred and their main ways of capturing individuals for the dissemination of hatred on the network. From this perspective, I propose a Foucauldian-inspired qualitative investigation to build theoretical and investigative paths on the data published by the National Observatory (ObservaDH) on Human Rights of the Ministry of Human Rights and Citizenship (MDHC) on complaints against hate speech on social networks, in order to reflect on the possible relationship between the production and circulation of hate on the internet and the increase in violence in schools.

CONVIVIR EN LA ESCUELA

2025-06-25T11:41:18+00:00

El presente artículo tiene como objetivo analizar las manifestaciones comúnmente consideradas representativas de la convivencia en contextos escolares secundarios, centrando la atención en tres categorías: los conflictos recurrentes, las intervenciones de los agentes educativos y la interpretación del marco normativo (desde el punto de vista de los mismos agentes). Considerando la multiplicidad de factores que influyen sobre el objeto de estudio, se optó por una metodología cualitativa basada en la realización de entrevistas en profundidad a docentes y directivos en ejercicio de la profesión en cuatro escuelas secundarias de la Provincia de Buenos Aires (Argentina). Para la instancia de codificación se utilizó el software de análisis cualitativo Iramuteq. Los resultados se triangularon con dos fuentes de información: la literatura especializada y las normativas referidas a la convivencia escolar vigentes al momento de la investigación. Las conclusiones subrayan la relevancia de la convivencia en las trayectorias educativas y, sobre todo, en los procesos de socialización de las generaciones más jóvenes. Asimismo, se destaca el valor de la convivencia escolar como una forma de reivindicar el espacio público, la democracia y la comunidad educativa, valores estratégicos para mitigar dos males de época: el individualismo y la intolerancia.