This research was guided by
the objective of analyzing the
conceptions of teachers about violence in
school context. Data collection was
performed in a riverine and quilombo
School. A literature review was
performed, followed by interviews with
six (6) teachers in a State of Elementary
School and Middle of the Municipality
of Abaetetuba, State of Para. The
interviewed teachers working in High
School School André Santos. In order to
preserve anonymity, attributed to
fictitious names in the presentation and
discussion of results. it was decided to
group the data into categories of
meaning, the end were listed nine (9)
categories, namely: What teachers talk
about violence, forms of violence
manifest in school, violence considered
the most serious, such as violence is
crafted in the classroom, as teachers
often act in the face of violence, training
on school violence, violence in the
teacher-student relationship, the
infrastructure of the school X violence,
consequences of violence for school. The
theoretical framework used sat in the
studies of the following researchers:
Franco (2004), Charlot (2002), Fante
(2005), Placco (2005), Kodato (2010)
and Peter-Silva (2014). It was found the lack of teacher training to deal with
violence, the strategic vacuum form
working with this problem.
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