Práticas escolares frente à violência policial no território da Maré

Abstract

The main objective of this work is to understand how municipal schools in Maré, a neighborhood in the city of Rio de Janeiro, deal with police violence, and whether the contribute to the construction of civic responsibility in the territory. To this end, semi-structured interviews were carried out within a focus group and individual format with teachers and members of the management teams of different municipal schools located in Maré. The study is structured in four chapters. The first chapter seeks to investigate questions relating to preventative, penal, and militaristic public security policies, as well as their impact on the planning of the public space of the city of Rio de Janeiro. The second chapter demonstrates the importance of the schooling process in the construction of civic responsibility and, subsequently, the creation of mechanisms that can keep favela residents safe from police violence. The third chapter highlights the methodological steps that guided the production of the work and the socio-spatial characteristics of the Maré neighborhood, as well as the education network located in the territory. The fourth chapter explores how the schools in Maré that make up the selected group deal with police violence, and whether they contribute to the construction of civic responsibility in the territory. The data obtained reveal that while the topic of police violence is part of the pedagogical practices of the teachers interviewed, it is approached in a secondary manner, a fact that provides evidence of a normalization in the treatment of the modus operandi of the police forces in the territory.