Avaliação das políticas de enfrentamento à violência nas escolas: um estudo de caso numa escola municipal de Fortaleza

Abstract

School violence, a multifaceted phenomenon, reflects social, cultural, and economic inequalities that significantly affect the educational environment. Its manifestations go beyond physical aggression, encompassing social, psychological, and structural dimensions that interfere with academic performance and interpersonal relationships within schools. In this context, social mediation as a restorative practice and the promotion of a culture of peace emerge as effective alternatives for building more inclusive and welcoming educational spaces. The main objective of this study was to evaluate the public policies aimed at addressing school violence implemented in the municipal education network of Fortaleza. The specific objectives were: (a) to analyze the existing public policies for confronting school violence, highlighting their legal foundations and application in institutional documents and practices; (b) to investigate, based on academic literature, the social roots of violence and theoretical perspectives on prevention and intervention strategies; (c) to examine the perceptions and experiences of the school team in an Early Childhood and Elementary Education institution within the municipal network of Fortaleza regarding public policies and practices to combat school violence; and (d) to understand the actions developed by the Social Mediation and Culture of Peace Division (CEMES) from the perspective of its managers. The research adopted a qualitative, exploratory-descriptive approach, combining document analysis with semi- structured interviews conducted with teachers, pedagogical coordination, the school principal, and a CEMES manager. Data interpretation was based on Bardin’s (2016) content analysis, articulated with Rodrigues’s (2008; 2011) In-Depth Evaluation framework, which allowed for the examination of policy content, implementation processes, and the effects observed in school life. The findings show that the actions promoted by the Social Mediation and Culture of Peace Division have contributed to strengthening a culture of dialogue and ethical coexistence, although challenges remain regarding teacher training, policy continuity, and institutional structure. It is concluded that the effectiveness of public policies to confront school violence depends on the integration among school management, teachers, and the community, as well as on continued investment in intersectoral and formative practices. As an educational product, a teacher support guide (e-book) was developed, presenting pedagogical and institutional strategies aimed at promoting a culture of peace within the municipal school network.