Violence and education: a reality of the brazilian educational context

Abstract

School violence in brazilian schools is a constant in contemporary times, and various initiatives have been promoted by the competent authorities to mitigate this situation. Instant media coverage may give the impression of a sudden increase in school violence when, in fact, this perception is amplified by advances in digital communication. however, school violence is a complex and multifaceted phenomenon, directly influenced by social inequalities and the democratization of access to education. The expansion of public education has brought significant opportunities for many young people, but it has also revealed deep disparities in brazilian society. The coexistence of students from different social backgrounds has highlighted both cultural diversity and social inequalities and contradictions. Educational policies, although well-intentioned, do not always create an environment of true equality, as socioeconomic differences continue to affect students' school life. The brazilian state has sought to address violence through legislation such as the federal constitution of 1988 and the statute of the child and adolescent of 1990. These measures aim to normalize citizens' rights and create a unified legal understanding throughout the country. However, the socioeconomic and territorial diversity of Brazil results in different speeds and dynamics in the implementation of these laws, which, according to Bertrand Russell's concept of naked power, can exacerbate existing inequalities. Therefore, to effectively address school violence, it is essential to consider not only the educational context but also broader social and economic conditions. only through an integrated approach that contemplates social equity and comprehensive support for students will it be possible to build a truly safe and inclusive school environment.

Key words: violence; education; legislation; eca; naked power.