A violência é uma criança com medo: educação social, marginalidade e representações sociais de violências no Complexo do Salgueiro

Abstract

This dissertation proposes a discussion about social representations of violences of educators working in a Christian-oriented social-educational project in the Complexo do Salgueiro, in São Gonçalo-RJ, and the influence of these representations on the practices offered by these professionals. This institution, present in a context considered marginal - and with high crime rates - offers educational workshops and social assistance to a public of children and adolescents from Salgueiro. Thus, the main objectives of this research were: to identify the social representations of violence shared by this group of social educators; to know how these representations influenced the social and educational practices offered by these educators. As a qualitative research, the following methods were applied: semi-structured interviews with the professionals of the institution, which were later submitted to a rhetorical philosophical analysis, based mainly on Aristotle and Olivier Reboul; and the writing of diaries that reported the practices of the project, supported by field observation inspired by Edmund Husserl's phenomenology. As main theoretical references, it was used especially the works of Johan Galtung and Byung-Chul Han, to deal with issues related to the manifestations of contemporary violence; of Geraldo Caliman and Xesús Jares, when dealing with the field of Social Pedagogy; and of Willem Doise and Serge Moscovici, about the field of the Theory of Social Representations. As for the main results found from the investigation carried out, it was perceptible a figurative core of social representations of violence that present a notion of "deviation" from normality to explain the violent manifestations in that context. In this way, it can be concluded that there are social representations of violence constructed by the group investigated based, above all, on aspects of their coexistence and religiosity. Furthermore, it can be seen that the most "visible" violence for these educators are those of direct and structural manifestation, which sometimes means that these references shared by this group serve as a guide for the educational actions organized in this social project.