Dialogue as assumption of prevenion of violence in the school environment

• Autor(a) principal: Bandera, Vinicius
• Data de Publicação: 2019
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Segurança Pública (Online)
• Texto Completo: https://revista.forumseguranca.org.br/index.php/rbsp/article/view/942
• topic: Diálogo; Violências na e da escola; Cidadania; Democracia; Escola cidadã.; Dialogue; Violence in school; Citizenship; Democracy; Citizen school

This article is divided into five parts:1st) introduction to what may or may not be violence within the school; 2st) an analytical presentation of a typology about   those violences, distinguishing them from mere conflicts and indisciplines in relation so school rules; 3st) analytical presentation os a critical-dialogical methodology to deal with those violences; 4) analysis involving multiculturalism and citizen school; 5) as a conclusion, two concret results are presented,reporting on the success achieced on violonce in schools through the use of critical-dialogic methodologies. All this study is based on critical-dialogical proposals, which have horizontal exchanges, democracy, citizenship, authority (without authoritarianism and without licentiousness) and multiculturalism as presuppositions. These presuppositions that can be synthesized in a concept word: dialogue. The text defends the hypothesis that the dialogue can be the presumption of prevention to violence in the school scope. This hypothesis is our object of study and our objective is to defend this hypothesis through critical dialogical pedagogy, especially the thoughts of Paulo Freire and some of his most important followers: Carlos Alberto Torres and José Eustaquio Romão. In the conclusion are given some examples of projects that used the dialogue as a presumption of violence prevention in school.