July 26, 2017

Human Rights in Contemporary Societies

Simone Gonçalves Assis e Ana Cristina Santos

PhD with a joint-supervision from the Universidade de Coimbra

This study sought to understand and problematize the violence that occurs in Brazilian and Portuguese public schools, especially the prevention practices developed in these contexts, based on the view of interdisciplinary teams instituted in educational policies, at municipal level, in Rio de Janeiro, Brazil and in National level, in Portugal. The research was carried out from an exploratory study, using qualitative research method from interviews. Twenty-four professionals from interdisciplinary teams were interviewed in Brazil and Portugal and later the analysis of content in its thematic modality. The results are presented in three articles related to each other and articulated with the general objective of this study. In the first article "Prevention of School Violence: A Review of Literature", a bibliographical survey on the prevention of school violence was presented, through a systematic review carried out in national and international journals, based on articles indexed in multidisciplinary and health databases. The results point to the predominance of scientific investigations of evaluation of programs of violence prevention, of quantitative nature and that consider the definition of school violence as interpersonal and restricted among students. The second article: "Characterization of violence in Brazilian and Portuguese schools" sought to understand and characterize the conceptions of school violence in the Brazilian and Portuguese context through the performance of the two interdisciplinary programs and the results point out different foundations in the characterization of school violence in different countries, Such as the use of disciplinary terminology and bullying in Portugal and, in Brazil, interpersonal, institutional and symbolic violence. And the third article, "The prevention of violence in Brazilian and Portuguese schools: impasses and possibilities" aimed to understand how and to what extent interdisciplinary teams of support to schools characterize and develop actions for the prevention of violence. The results indicate that conceptions about violence prevention are presented differently in both countries and that the preventive actions reported have similarities, highlighting specific and nonspecific prevention practices. It is argued that moments of sensitization focused on distinguishing the different manifestations of violence could facilitate the sensitization of professionals, stimulate capacity building, and provide strategies for violence prevention in both countries, more in tune with the actions advocated in the literature Scientific and international bodies.

Keys word: Violence, schools, prevention.