The present research has as its theme the violence in school environment, as it is a place
where diverse subjects meet with different joys and learning, but also countless social,
economic, psychological and family problems. As hypotheses for these difficulties, there are
family breakdown, adolescents with access to drugs and situation of vulnerability to which
children are subjected. These aspects justify the relevance of the study, as we believe that
public educational policies aim to minimize setbacks faced in educational establishments.
Hence, the general objective of the investigation is to reflect on how violence occurs at
school in relation to teachers, while the specific objectives are: to raise the impact of this
violence on the teaching and learning process; to inquire about how community involvement
occurs to mitigate problems related to violence; and to know the pedagogical strategies in
the confrontation of violence. With regard to methodological procedures, we adopted a
survey using the state of art, in order to know scholars that address the theme, such as
Paviani (2016), Dalbério (2009), Candau (1999), among others – the methodological path
runs through the approach of qualitative research, with the bias of oral history and narrative.
As data collection, we used the field diary and the semi-structured online interview through
Google Meet, directed to a teacher, a coordinator and the director of Municipal Education
System of Campos Belos, Goiás, Brazil, who attend elementary school children. This
research identified the relevance of effective educational public policies to support school
professionals, in which the families need to become aware of the partnership with the
educational institution to optimize actions to combat violence that impact the teaching and
learning process. We also seek to bring a reflective look at the aforementioned problems and
the need for new pedagogical practices, in order to act in the continuing education of
teachers.
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