Violência infantojuvenil no contexto escolar: práticas discursivas sobre bullying e seus efeitos

Abstract

Bullying, as a subject pertinent to the problematization of politics of difference and alterity relationships, has been constituted as one of the most prominent kind of violence to children and young people in school and education contexts since the last decades of 20th century. This article aims to discuss discursive practices about bullying that function in everyday school life. It is an ufolding of an intervention-research with school workers, students ages 11-15 and their families that happened in a public school of brazilian Northeast. This research was grounded on authors of Phylo- polophy of Difference, such as Foucault, Deleuze and Guatarri, as well as psychological and educational writings that are theorically grounded oh these authors. The intervention-research used participant observation and field diary, semi-structured interviews with school managers, workshops with teachers and students, besides rounds of conversation with student's families. The results highlight discursive practices that ratify processes of natualisation, trivialisation and depoliticisation of school violence,once it takes bullying as a self-evident phenomenon.