Imagens da Educação https://periodicos.uem.br/ojs/index.php/ImagensEduc <p>The scientific journal Imagens da Educação [Images of Education] ISSN 2179-8427 (on-line) is the product of an agreement between the Post-graduate Programs in Education of the Brazilian South Region comprising the Universidade Estadual de Maringá (UEM) [State University of Maringá.&nbsp; Imagens da Educação publishes four&nbsp; times a year original articles on Educational themes according to different research fields, such as non-formal Education, Historical and Philosophical Studies on Education, Public Policies; Social Movements; Image Studies; Teaching and Learning. Indexed:&nbsp; &nbsp;Latindex;&nbsp;IRESIE-Base de Datos sobre Educación Iberoamericana; EBSCO-Fonte Acadêmica; EBSCO-Education Source; Dialnet,&nbsp;Elektronische Zeitschriftenbibliothek.&nbsp;</p> Editora da Universidade Estadualde Maringá pt-BR Imagens da Educação 2179-8427 <p>DECLARATION OF ORIGINALITY AND CESSATION OF COPYRIGHT</p> <p>I Declare that current article is original and has not been submitted for publication, in part or in whole, to any other national or international journal. I also declare that once published in the <strong><em>Imagens da Educação</em></strong>, a publication of the IES&nbsp;(UEM, UEL, UFSM, Univali, Unioeste and UEPG), it will not be submitted by me or by any co-author to any other journal. In my name and in the name of co-authors, I shall cede the copyright of the above mentioned article to the Universidade Estadual de Maringá and I declare that I know that the non-observance of this norm may make me liable for the penalties contemplated in the Law for the Protection of Authors' Rights (Act 9609 of the 19th February 1998).</p> VIOLÊNCIAS E EDUCAÇÃO: RESISTÊNCIAS E INVENTIVIDADES AO PÂNICO MORAL, AOS ATAQUES NAS MÍDIAS E AS AMEAÇAS ÀS ESCOLAS https://periodicos.uem.br/ojs/index.php/ImagensEduc/article/view/77287 <p>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"</p> Rachel Pulcino Anderson Ferrari Pedro Teixeira Copyright (c) 2025 Imagens da Educação https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-24 2025-06-24 15 2 1 7 10.4025/imagenseduc.v15i2.77287 VIOLENCE AND EDUCATION: RESISTANCE AND INVENTIVENESS TO MORAL PANIC, MEDIA ATTACKS, AND THREATS TO SCHOOLS https://periodicos.uem.br/ojs/index.php/ImagensEduc/article/view/77290 <p><span class="selectable-text copyable-text xkrh14z">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"</span></p> Rachel Pulcino Anderson Ferrari Pedro Teixeira Copyright (c) 2025 Imagens da Educação https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-24 2025-06-24 15 2 8 14 10.4025/imagenseduc.v15i2.77290 VIOLENCIAS Y EDUCACIÓN: RESISTENCIAS E INVENTIVIDADES AL PÁNICO MORAL, A LOS ATAQUES EN LOS MEDIOS Y A LAS AMENAZAS A LAS ESCUELAS https://periodicos.uem.br/ojs/index.php/ImagensEduc/article/view/77289 <p><span class="selectable-text copyable-text xkrh14z">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"</span></p> Rachel Pulcino Anderson Ferrari Pedro Teixeira Copyright (c) 2025 Imagens da Educação https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-24 2025-06-24 15 2 15 22 10.4025/imagenseduc.v15i2.77289 VIOLÊNCIAS E CULTURA DE PAZ NAS ESCOLAS https://periodicos.uem.br/ojs/index.php/ImagensEduc/article/view/72299 <p>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.</p> Crislaine Bento Gomes da Silva Camila Maria Bortot Copyright (c) 2025 Imagens da Educação https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-24 2025-06-24 15 2 23 46 10.4025/imagenseduc.v15i2.72299 ATTACKS ON SCHOOLS AND HATE SPEECH AMONG YOUNG PEOPLE https://periodicos.uem.br/ojs/index.php/ImagensEduc/article/view/74755 <p>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.</p> Marcela de Oliveira Nunes Copyright (c) 2025 Imagens da Educação https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-24 2025-06-24 15 2 47 70 10.4025/imagenseduc.v15i2.74755 “I AM BEING FEARED, I AM THE BOOGEYWOMAN TEACHER” https://periodicos.uem.br/ojs/index.php/ImagensEduc/article/view/74826 <p>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.</p> Lara Torrada Pereira Paula Regina Costa Ribeiro Juliana Lapa Rizza Copyright (c) 2025 Imagens da Educação https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-24 2025-06-24 15 2 71 91 10.4025/imagenseduc.v15i2.74826 VIOLENCE IN SCHOOLS https://periodicos.uem.br/ojs/index.php/ImagensEduc/article/view/74880 <p>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.</p> Márcio de Oliveira Reginaldo Peixoto Jefferson Araújo do Nascimento Erivelto Carlos Freitas Silva Copyright (c) 2025 Imagens da Educação https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-24 2025-06-24 15 2 92 115 10.4025/imagenseduc.v15i2.74880 FORMAR CIUDADANÍAS CRÍTICAS Y DEMOCRÁTICAS EN TIEMPO DE VIOLENCIA EN LAS REDES SOCIALES https://periodicos.uem.br/ojs/index.php/ImagensEduc/article/view/74797 <p>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 pensar<em>nos</em> 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.</p> Miguel Ángel Jara Daniel Tomas Portela Copyright (c) 2025 Imagens da Educação https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-24 2025-06-24 15 2 116 142 10.4025/imagenseduc.v15i2.74797 PROBLEMATIZATIONS ABOUT SUICIDE PREVENTION FOR LGBTI+ STUDENTS IN SCHOOLS https://periodicos.uem.br/ojs/index.php/ImagensEduc/article/view/74896 <p>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.</p> Silvana Arantes da Silva Fernando Guimarães Oliveira da Silva Copyright (c) 2025 Imagens da Educação https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-24 2025-06-24 15 2 143 164 10.4025/imagenseduc.v15i2.74896 VIOLÊNCIAS VIVIDAS POR PESSOAS TRANS* NA UNIVERSIDADE https://periodicos.uem.br/ojs/index.php/ImagensEduc/article/view/75059 <p>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.</p> Cibelle Cristina Lopes e Silva Roney Polato de Castro Copyright (c) 2025 Imagens da Educação https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-24 2025-06-24 15 2 165 183 10.4025/imagenseduc.v15i2.75059 THE REFERENCE CURRICULUM OF THE STATE OF MINAS GERAIS https://periodicos.uem.br/ojs/index.php/ImagensEduc/article/view/74908 <p>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.</p> Carolina Giovannetti Shirlei Sales Copyright (c) 2025 Imagens da Educação https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-24 2025-06-24 15 2 184 211 10.4025/imagenseduc.v15i2.74908 FROM HATE TO VIOLENCE https://periodicos.uem.br/ojs/index.php/ImagensEduc/article/view/75113 <p><span style="font-weight: 400;">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.</span></p> Rachel Pulcino Copyright (c) 2025 Imagens da Educação https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-24 2025-06-24 15 2 212 232 10.4025/imagenseduc.v15i2.75113 CONVIVIR EN LA ESCUELA https://periodicos.uem.br/ojs/index.php/ImagensEduc/article/view/75096 <p>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.</p> Nicolas Patierno Copyright (c) 2025 Imagens da Educação https://creativecommons.org/licenses/by-nc-nd/4.0 2025-06-24 2025-06-24 15 2 233 260 10.4025/imagenseduc.v15i2.75096