A escola pública e a superação do ciclo da violência: um estudo sobre o impacto do encarceramento de familiares na vida escolar dos estudantes.

Abstract

This Dissertation presents results of an action research. The study focuses on how the sociocultural reality of children and young people with incarcerated family members influences their choices and how schools help prevent and/or reduce crime by breaking the cycle of violence. As an initial stage of this study, a bibliographical research was carried out searching for theoretical references that address the concepts of preventing violence, combating crime, school, education for peace, stigma and incarceration. In the second stage, a survey was carried out in schools and the school located on the outskirts of the Municipality of Jaguarão, which was the object of research, was delimited, with the aim of identifying students who have parents or family members in prison. Based on this data, interviews were carried out with teachers and management team, with which we sought to identify central research questions: How does the school perceive whether the sociocultural reality of children and young people with imprisoned family members influences their choices? How does school help prevent violence and reduce crime? Does the school have activities or practices that involve the inclusion of these children, with the aim of breaking prejudice and extinguishing the stigma they carry? Qualitative textual analysis was used to analyze the data. The theoretical foundation, the writings in the Field Diary, the analysis of the interviews, enabled the development of Reflective Circles for discussions about an education focused on non-violence. Finally, we conclude that education for non-violence must effectively contribute to building a culture of peace at school, which efficiently includes children who carry the prejudice and stigma of some “heritage of criminality”.