Violência armada e escola pública: desafios à atuação do professor em favelas do Rio de Janeiro

Abstract

This dissertation aims to analyze the relationship between armed violence and the performance of teachers who work in public schools located in areas marked by armed confrontations between drug traffickers and public security agents in Rio de Janeiro. Without generalizing pretensions, the general objective of this research was to analyze some of the impacts that this type of violence has brought to the teaching activity in schools located in conflict areas, as well as to discuss how teachers deal with this experience and build pedagogical strategies when there are shootings around the school, while they are performing some activity with the students. To construct this work, a bibliographic, documental and journalistic survey was carried out, in addition to 15 semi-directed interviews with teachers and former principals of public schools in areas considered to have high levels of armed violence, covering different regions of the capital. As part of the work was carried out before the Covid-19 pandemic and part during the Covid-19 pandemic, the effects of the health crisis and the suspension of classroom activities in schools on the perception and problematization of armed violence also became an object of attention. Based on the analysis of the materials and data collected, this study sought to reflect, in three chapters, on the historical context of armed violence in the shanty towns of Rio de Janeiro, including the view of the media and the government about the impacts of this violence on public schools, and the perspective, challenges and strategies of interviewed teachers in the face of this phenomenon, in the pre and post-pandemic contexts. With this, the work highlights the importance of the theme being discussed in teacher training courses, as well as the importance of the State guaranteeing a safe environment (physically andpsychologically) for the performance of these professionals.