Estratégias institucionais de enfrentamento às diferentes manifestações de violência escolar nos institutos federais da região Centro-Oeste

Abstract

This doctoral research was carried out within the Graduate Program in Education at the Federal University of Grande Dourados (UFGD), in the research line “Education, Teacher Training, and Educational Practices”, with financial support from the Coordination for the Improvement of Higher Education Personnel (CAPES). The general objective was to analyze the institutional policies adopted by the Federal Institutes of the Central-West Region to prevent and confront manifestations of violence against and among students between 2020 and 2024. Specifically, the study sought to identify the prevalent types and forms of violence, examine the procedures for recording, welcoming, and referring cases, analyze the existing institutional norms and measures, and identify actions implemented in the areas of teaching, research, and extension. The research adopted a qualitative approach, grounded in Paulo Freire’s critical theory, seeking to promote awareness and transformative action. The methodology employed data triangulation, combining content analysis of institutional documents (Institutional Development Plans, Didactic Regulations, and Disciplinary Regulations) with active searches for evidence on institutional portals and supplementary data obtained through the Access to Information Law (Fala.BR). The study examined the Federal Institutes of Mato Grosso, Mato Grosso do Sul, Goiás, and the Federal District. Data analysis was conducted using Bardin’s content analysis (1977), identifying patterns and practices of violence response. The results show that, although normative devices and institutional guidelines exist for the prevention and confrontation of violence, their implementation in daily institutional life occurs unevenly, reinforcing the relevance of teaching, research, and extension actions as strategic dimensions for strengthening a culture of democratic and ethical coexistence. In this regard, the research contributes to giving visibility to institutional strategies grounded in educational practice and a commitment to integral human formation, fostering a safe school environment oriented toward democratic and ethical coexistence.