Um dia a gente explode! A perspectiva das juventudes sobre a violência escolar

Abstract

What is the perspective of young people on school violence? This was the guiding question of a master's research that aimed to understand school violence from the perspective of the youth. The justification for this effort stems from the researcher's own perception – who, acting for years as a principal, reaffirms the need to advance in understanding the theme – and from the observation that the literature little explores the perspective of young people, although they are almost always the group associated with the phenomenon. The theoretical framework used is located at the confluence of authors who deal with social and school violence (ABRAMOVAY, 2007; MICHAUD, 2007), youth (DAYRELL, 2003, 2007; GROPPO, 2015) and those who, for post-modernity (MAFFESOLI, 1987, 2007, 2010, 2018), produce support to think about current society. Methodologically, a field research was carried out (appropriate to the pandemic context and, therefore, virtual) inspired by the (auto)biographical research, which initially used a questionnaire with 55 young respondents (for which an age group was used between 14 and 17 years old) from a public school in Caldas Novas-GO (locus of the research), in order to access general perceptions on the subject. Subsequently, narrative interviews were carried out with 3 (three) young people, chosen from the questionnaire, having as criteria the availability and diversity of profiles. The analysis of the material produced in the light of the researcher's framework and experience allowed us to conclude that school violence is perceived by young people as a reflection of a society that privileges certain models of body and behavior. In these terms, it acts strongly through exposure-punishment strategies of the other-different, those outside the standards to reaffirm ordering and classifying standards, which cruelly affects the youth's school trajectories and their identities. However, the narratives of the young people interviewed also operate an inflection in the understanding of the object when they explain that school violence is also understood as something typical of youth culture in the school environment, whichis rooted in school culture with readings of the order of spectacle, entertainment and of the extravasation even for those who suffer its onslaughts. Thus, we signal a little explored reading, which reverberates Maffesoli's post-modernity as an aesthetic experience. With these results, we reaffirm the urgency of understanding in greater depth the issue of school violence from the perspectivef youth.