Ataques a escolas no Brasil: diagnósticos e propostas de enfrentamento

Abstract

The initial objective of the research was to analyze how “attacks on schools” are constituted as a distinct category of violence as practice. To this end, an analytical model was developed based on the actions of the perpetrators of the “attacks,” structured into three stages: “preparation,” the “act itself (performance),” and “outcome.” The results indicated that the increase in the number of reports associated with the category “attack,” especially between 2022 and 2023, does not stem solely from the recurrence of similar episodes, but also from the expansion of the meanings attributed to it: the term “attacks on schools” came to encompass situations previously classified under other denominations. From this standpoint, the study appropriated the notion of “Invention” in order to reflect on the context in which the category “attacks on schools” emerged and on its mobilization in explaining different manifestations of school violence. Finally, it analyzed the discursive mobilization of the category “attacks” in articulating the social construction of the problem of “attacks” with proposals for crime prevention and conflict management in school environments.