A PORTRAIT OF (SELF-)CAUSED VIOLENCE AMONG STUDENTS AT A PUBLIC ELEMENTARY EDUCATION SCHOOL IN THE MUNICIPALITY OF GUARAPARI-ES
Nombre: SHUANA LOUZADA CYPRIANO SIMAS
Fecha de publicación: 26/03/2025
Junta de examinadores:
Nombre |
Rol |
|---|---|
| ELIZABETE BASSANI | Presidente |
| JAIR RONCHI FILHO | Examinador Interno |
| JANINHA GERKE | Examinador Interno |
| MÁRCIA MOREIRA DE ARAÚJO | Examinador Externo |
| MARCOS ROBERTO VIEIRA GARCIA | Examinador Externo |
Resumen: Recent studies have shown a significant increase in records of self-inflicted violence in Brazil. The complexity of this phenomenon, together with the vulnerability of a substantial portion of the population, highlights the need to understand its determinants and their interrelations with school life. This dissertation addresses the issue as a multifactorial phenomenon rooted in the oppressive and unequal dynamics of society. The central objective of the study was to identify the profile of students enrolled in 2022 who exhibited self-inflicted violent behavior in a public elementary school in the municipality of Guarapari, Espírito Santo, as well as to analyze the legislation in force at the federal, state, and municipal levels. Based on a critical perspective and supported by authors such as Maria Helena Souza Patto, Maria Cecília de Souza Minayo, Maria Aparecida Affonso Moysés, Cecília Azevedo Lima Collares, Theodor W. Adorno, and Ivan Illich, the research adopted a qualitative-quantitative approach and the bibliographic and documentary methods. As an educational product, a guiding manual for educators was developed, addressing self-inflicted violence through an inclusive and non-medicalizing perspective. The findings indicated that most of the 17 participating students were Black or Brown adolescent girls, aged between 13 and 14, residing in favelas, thus evidencing the intersection of gender, race, and social class. The study revealed structural inequalities, social exclusion, and both intrafamilial and institutional violence associated with self-inflicted violent behavior. Furthermore, it emphasized the medicalization of suffering and the shifting of responsibilities to medical and social assistance services, reaffirming the need for schools to act as spaces of inclusion, care, and social transformation. As a contribution, the research understands self-inflicted violence as a reflection of structural inequalities, offering critical support for the development of public policies that ensure dignified working conditions for educators and a welcoming, transformative environment for students.
