Elementos para uma reflexão sobre a violência na escola: Freud, Kant, Adorno

Abstract

The thesis aims to outline the issue of school violence involving youth and adolescents of high school, whose field research took place in eight elementary public schools in Fortaleza. To develop such question, we assume that, although man has, in its generic essence, a bias for violence, this can be sublimated, avoided and / or surpassed, especially in the school setting, which is configured as a central mediation for the formation of man, without excluding, of course, other institutions such as family, social organizations, religion, the State etc. For our reasoning, we refer to theoretical analyzes guiding elements postulated by Freud, Kant and Adorno. From Freud, we emphasize the character of the nature of human instincts (especially in its negative aspects) and its respective comparison with the culture / civilization as one of the factors that trigger violent processes. In Kant, we emphasize the vital role of education in the formation of moral and autonomous consciousness. According to Kant, man has a natural disposition to animality, sociability and morality; disciplinary and moral education in the sense of the orientation to children and young people is an essential mediation for clarification and autonomy of man, taking it out of its wild nature. Corroborating Adorno, we follow the guiding thread of this analysis, highlighting the independent and enlightened education as a necessary mediation to prevent and / or overcome violence, especially that in the form of barbarism. The qualitative study also delves into the universe of eight elementary public high schools to uncover the relationships between the school segments and know what are the main reasons for the violence practiced in the schools surveyed and what actions are taken in these schools to work the issue. From our findings, we propose the institutionalization of concrete spaces of discussion on the subject to prevent, clarify and give referrals to training actions. We defend that the way to seek and ensure peace passes by minimizing and / or eliminating the conditions that enable violences, and the main strategy for education and, above all, to school, is to establish a teaching time for engaging in permanent critical and reflexive discussion, not only as a means to clarify, prevent and overcome violent acts committed by young people, but, above all, according with Kant and Adorno, provide them with a truly human development: free, enlightened and autonomous. This training certainly avoids the externalization of negative human impulses, especially in relation to violence.