Public schools management and situations of conflict and violence: field of tension in public schools

Angela Maria Martins Cristiane Machado About the authors


This article aims to seize what school principals think about conflict and violence situations by taking a qualitative study performed with 43 principals of state schools in São Paulo, which are units inserted in the School Protection System, that is a program implemented by the State Education Secretariat of São Paulo since 2010. It composes broader research that seeks to analyze the fact that the theme of conflict situations has been achieving relevance in the field of public policies on education. In conclusion, the study points to the existence of a significant number of cautious and contradictory answers, which may indicate that the principals do not feel prepared to face the challenges posed by situations of conflict; lack of continuing education to build the necessary knowledge on legislation involving adolescents and young people in conflict situations; significant lack of response from the principals in matters relating to actions that were adopted in situations of conflict and violence - but when these are mentioned they refer to call the family, responsible or the students themselves; triggering school collegiate bodies; holding lectures and alternative projects; mobilizing the management team and the Teachers who are Community Mediators. External support such as security organs and support network are triggered when the previous remedies have been exhausted.

conflicts in schools; educational policies; school management.

Setor de Educação da Universidade Federal do Paraná Educar em Revista, Setor de Educação - Campus Rebouças - UFPR, Rua Rockefeller, nº 57, 2.º andar - Sala 202 , Rebouças - Curitiba - Paraná - Brasil, CEP 80230-130 - Curitiba - PR - Brazil