School violence and pedagogical practice: an integrative review

Abstract

Violence is a socially visible phenomenon, and the school is an institution where it develops in different ways, denoting its relevance in the educational environment. In this context, the aim is to describe the studies published between 2013 and 2022 on school violence, using the pedagogical practice of teachers in basic education as a parameter. This is a quantitative-qualitative study of an exploratory and descriptive nature, based on basic statistics, similarity analysis and content analysis. Three categories emerged from the textual corpus under analysis: i) violence, which was linked to the terms school, teaching practice and research; ii) teacher, which interacted with student, study and teaching; and iii) school, which was linked to the social context. The results indicate that school violence has a strong impact on the behavior of teachers and students, which results in teachers becoming ill and demotivated by the profession, and causes school dropout, fear and psychological damage to students. The conclusion is that school violence is a variable that needs to be studied and discussed more by education professionals and society, in order to build solutions that, on the one hand, combat harmful attitudes in the school environment and, on the other, prevent physical and psychological damage, particularly to the main subjects of the teaching-learning process.