Violência física contra professores no espaço escolar: análise por modelos de equações estruturais

Abstract

This study aimed to identify associations between sociodemographic, workplace, and school environmental factors and the occurrence of physical violence against teachers at school. This was a cross-sectional study of teachers that had been working for at least a year in elementary or middle schools in the state school system in Londrina, Paraná State, Brazil. A convenience sample was taken of the 20 schools with the most teachers in the city of Londrina. Data were obtained through interviews and self-completed questionnaires in 2012 and 2013. Physical violence was defined as reports of attempted or actual physical aggression using cold steel weapons or firearms in the 12 months prior to the study. Structural equation models were used for the data analysis. Of the 937 teachers eligible for the study, 789 (84.2%) were interviewed. The physical violence victimization rate in schoolteachers was 8.4%. Work conditions (number of schools where the teachers worked and type of employment contract) showed a direct effect on physical violence (p = 0.032), as did having experienced previous situations of violence in the school (p = 0.059). Age (up to 40 years) was indirectly related to physical violence, correlating with worse work conditions. The results highlight the importance of improving teachers' work conditions and implementing measures to prevent violence both in schools and in society as a whole.

Prevalência e fatores associados à violência contra professores em escolas do ensino médio em Teresina, Piauí, 2016: estudo transversal*

“…7 Physical violence was reported by one in every twelve physical education teachers in the Brazilian state of Paraná in 2013. 8 Aggression and violations occurring in schools are difficult to monitor epidemiologically, which can be explained by low use of reporting mechanisms by tea-ching establishments and by such violations not being recognized as violent acts that should be reported. 9 The majority of studies involving teachers investigate their perception of situations of conflict and violence, 7,8,[10][11][12] but research into acts of violence suffered by teachers when doing their job is still scarce.…”

“…8 Aggression and violations occurring in schools are difficult to monitor epidemiologically, which can be explained by low use of reporting mechanisms by tea-ching establishments and by such violations not being recognized as violent acts that should be reported. 9 The majority of studies involving teachers investigate their perception of situations of conflict and violence, 7,8,[10][11][12] but research into acts of violence suffered by teachers when doing their job is still scarce. More studies are needed about violence in everyday school life and about the diverse forms of violence and diverse actors involved in the process, in order to provide information to support the establishment of strategies for responding to violence at school.…”

Pesquisa-ação e práticas restaurativas para a prevenção da violência escolar: percepções dos professores

“…No sudeste do Brasil, estudo realizado com estudantes do ensino fundamental sobre vitimização por bullying encontrou prevalência de 7,8%, sendo que os fatores associados a esse tipo de violência escolar foram o menor nível de escolaridade das mães, exposição à violência familiar, faltar às aulas sem avisar aos pais, comportamentos de risco como fumar, experimentar drogas e relações sexuais (MELLO et al, 2016). No estado de (KOGA et al, 2015;MELANDA et al, 2018).…”

“…Estudos mostram que os professores estão frequentemente expostos a um ambiente de trabalho hostil, têm elevada carga horária, atuam em maior número de escolas, com número elevado de alunos, têm menor poder de decisão e apresentam altos níveis de exaustão emocional, despersonalização e baixa realização profissional (dimensões da Síndrome de Burnout). Essa precarização das condições de trabalho expõe os professores a situações de violência (KOGA et al, 2015;MELANDA et al, 2018).…”

“…Os resultados dessa pesquisa corroboram com outros estudos, em que os professores associam a violência escolar às relações na sociedade, à comunicação e aos conflitos de poder, fruto principalmente da exclusão social. Embora os professores tenham consciência de que existe a violência escolar, eles enfrentam barreiras para o reconhecimento dessa violência em suas práticas cotidianas, relacionando-a aos fatores externos à escola (GIORDANI, SEFFNER;DELL'AGLIO, 2017;MELANDA et al, 2018).…”