Violência escolar: hierarquia, conflito e perspectivas para uma educação emancipadora em Adorno

Abstract

This dissertation investigates school violence from the perspective of Theodor W. Adorno’s philosophy of education (1995), with particular attention to the hierarchical relations and power dynamics that permeate the school environment. Based on a brief historical overview grounded in the works of Bernard Charlot (2002), Pierre Bourdieu (1992) e Michel Foucault (1987), the study seeks to understand how the modern school has been constituted as a space prone to the reproduction of inequalities and the naturalization of symbolic forms of domination.The analysis focuses on Adorno’s thought, especially in Education after Auschwitz and Taboos on the Teaching Profession, in which the author advocates an education oriented toward self-reflection and human emancipation. From this critical perspective, the study discusses how school hierarchies and institutional power relations contribute to the perpetuation of violence, not only physical, but also symbolic and structural, within the contemporary context, marked by digital culture and the reconfiguration of social and educational relations. Analytical and bibliographical in nature, the research adopts Adorno’s theoretical framework as its central interpretative axis, linking emancipatory education to the need for a humanizing reconstruction of school coexistence. The study concludes that overcoming violence in schools depends on the capacity to transform hierarchy into a space of mediation, dialogue, and critical formation, reaffirming education as a practice of resistance to barbarism and dehumanization.