Resumo

MATTOS, Amana Rocha et al. Debating violence in schools: teachers’ reflections in an ultraconservative context. Psicol. rev. (Belo Horizonte) [online]. 2019, vol.25, n.2, pp. 725-741. ISSN 1677-1168.  http://dx.doi.org/10.5752/P.1678-9563.2019v25n2p725-741.

This work discusses strategies and methodologies created and reinvented by teachers to deal, with violence, social inequalities and prejudice, designing their insertions in the school environment. In the current political context, which has strengthened ultraconservative perspectives and hampered the debates about school diversity through the promotion of moral panic in society, the teachers who were researched signaled the need for reflection on these themes in the classroom, due to the fact that they are already present in the school relations. Based on interviews with teachers from a governmental supported public school, we meant to understand the reinvention of teaching strategies to work with such topics, in order to promote debates among students in a context of increasing social and family surveillance over school practices.

Palavras-chave : School; Violence; Gender and sexuality; Teaching methodologies.

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