This study aims to identify and analyze what are the strategies that public schools - located in regions considered vulnerable - use in conflict situations and how to organize the relations of coexistence between teachers, students and direction to face them. In São Paulo, the research will focus on public schools in the state public who joined the School System Protection Program (SPE); in Portugal, prioritize schools in Educational Territories of Priority Intervention (TEIPs). Specifically, it seeks to understand how directors attribute meanings to situations of violence and conflict they experience at school. Through raised and analyzed literature, identifies the centrality that the issue is achieving in the international contemporary scene, and especially in the field of public education policies (SPOSITO, 2001; CHARLOT, 2002; ABRAMOVAY, STREET, 2002; Debarbieux, BLAYA, 2002). It should also highlight the role of the international media in the dissemination of facts involving adolescents, youth, teachers, directors and employees in conflict situations, which leverages the collective sense of insecurity, fear and inability to articulate actions consistent in addressing these situations. It should be noted that schools in vulnerable regions tend to have more difficulties to actualize strategies to find solutions to the many problems they face. In this perspective, this study discusses elements that come close (and / or move away) in the process of constitution of meanings attributed by directors to conflict situations in Brazil and in Portugal, based on exploratory study.
News published in Agência FAPESP Newsletter about the scholarship: