Ataques a escolas no Brasil: diagnósticos e propostas de enfrentamento

Abstract

As reports of attacks on schools increased in Brazil, this study analyzed how this category came to constitute a distinct form of violence, distinguishing it from other types of violence recorded in school settings. To this end, an analytical model was developed focusing on the actions of the perpetrators of these events, organized into three stages: preparation, act (performance), and outcome. The results indicate that the increase in reports stems not only from a rise in similar incidents but also from the broadening of the meanings attributed to “attacks,” a shift that has reshaped historical trends and the landscape of lethal violence in the country’s schools. Based on this finding, the study examines the “invention” of this category and its mobilization in proposals for addressing violence and controlling crime in schools.