Violência simbólica em espaços educacionais: o caso da Escola Djalma Maranhão

Abstract

This thesis aims to study cases of Symbolic Violence at the Dijalma Maranhão School, located in the city of São Pedro do Potengi/RN. The data presented reflect the point of view of educators and education professionals linked to the institution (teachers, management and pedagogical team), with a view to identifying how and when these cases occur and what has been the role of the School in the face of this problem, observing the promotion of spaces for discussion on diversity and acceptance of differences. For this, we sought as references the studies carried out by Pierre Bourdieu on Symbolic Violence (2004), the discussions of Paulo Freire and his reflections on banking and liberating education (1996), discussions on Power and Biopower in Foucault (2010) and the concept of Social Action in Werber (1992) to guide our methodology. With this, we intend to establish a dialogue between the authors and the facts presented, discussing the emergence of studies on Symbolic Violence and its impact on the lives of students and, consequently, on the social context. The research was developed using the Case Study method, anchored in qualitative and quantitative data collection techniques with an exploratory-descriptive purpose, which allowed for greater knowledge about the question to be clarified, involving bibliographical research, participant observation and interviews with school professionals. The research aims to arouse the interest of other researchers and encourage them to focus on questions as pertinent as the role of the school space regarding issues of violence, promotion of citizenship and respect for differences, having as justification that it is a topic little addressed in Social Sciences, even more so when related to the concept of Symbolic Violence in the school environment. Finally, we intend to offer data that can portray the scenario of this type of violence in a school that represents the profile of almost 60% of schools in the country (IBGE, 2022), shedding light on a topic that is still little discussed, but that can have many impacts on the educational and social field.