Abstract. Violence, especially school violence, is a multidisciplinary and multifactorial phenomenon. Based on the observation of the increase in cases of violence and how society tends to fear that violence in the school environment affects students, their families and the school body, the present study is socially and scientifically justified, in addition to being personally The author's interest in the experience of education since childhood as a space not only institutional, but also affective, began with the following question: is the institutional team qualified to mediate so many situations of violence that occur within walls? Thus, they were created as objectives. General: investigate, through autoethnography, situations of school violence witnessed and/or personally felt during my work at different moments of professional experiences. Specific: outline some of the ways in which violence occurs in daily life in the Amazon, focusing on one of the school spaces in which I worked, understanding a general phenomenon (school violence) through a particular space; understand how school violence is expressed from childhood in its articulations with socialization processes; investigate how various school violences intersect with issues of class, race, gender and territorialities. The methodology used was autoethnography, with a qualitative bias and anchored in sociocultural, decolonial and intersectional feminism theoretical references, using mainly black authors, but covering other researchers who work from a decolonial and intersectional perspective. The results were divided into three scenes, namely: Scene 1. Witnessing situations of school violence: Mara and the pain that disappears – or concentrates – through/on the skin, in which marked violence against childhood is discussed, in conjunction with race, gender and class, turned against a student, Scene 2. Feeling violence in your skin: how does what hurts flow away?, in which the debate inserts the author as the victim of violence herself, marked by dimensions of gender and class and Scene 3. “Inventing” solutions: imaginary dialogues with black authors and black, indigenous and decolonial authors, in which data are debated in more depth along with the adopted theoretical framework. As conclusions, it was noticed that the school becomes a reflection of a banking and neoliberal education, that is, a product and producer of violence, suffocated by routine and individualizing work, which does not lead to revealing the ideology that maintains the functioning divided between public and private school. In the case of the second, there is the example par excellence of education as a commodity, dehumanizing everyone wherever it goes, closing itself off from its surroundings and proposing individualistic solutions to the violence generated within it. Microaggressions tend to be frequent in this space, with children already reproducing family socialization values – colonialist, patriarchal and capitalist – and, consequently, violence becoming natural, whether on the part of students or on the part of teachers and school staff, who are not encouraged to question the status quo, after all, the exorbitant value of monthly fees that support the current education model in the private network cannot be lost.
|
