Teachers' perceptions about school violence:

what basic education teachers think about an extension practice on human rights and diversity

Abstract

This article explores the perception of basic education teachers about school violence, based on an extension practice on human rights and diversity. School violence is a complex and recurring phenomenon that directly impacts the experience of teachers and students. This study was carried out as part of the ‘FALA JOVEM: diálogos sobre violências e formas de resistências vivenciadas por estudantes do ensino médio em uma escola estadual de Governador Valadares’ research and extension project, during a teacher training session in a state school located in the city of Governador Valadares, state of Minas Gerais. The research adopted a quantitative and qualitative approach, using data collected through a questionnaire applied to teachers. The results indicate that verbal and psychological violence are the forms perceived by the respondents as the most frequent in the school context, with most teachers choosing to refer cases to the principal or pedagogical coordinator, instead of intervening directly. The analysis suggests that school violence reflects structural inequalities and that continued training for teachers on human rights and diversity issues, combined with effective institutional policies, is essential for a more adequate confrontation of violence in the context of basic education.