Domestic violence and the school context

the perception of Amazonian elementary school students from the perspective of Phenomenology

Abstract

Violence, considered a growing phenomenon that affects directly and indirectly in the different domains of social coexistence, has been a constant theme in the scenario of debates about social phenomena. It is known that situations of this nature cause a series of changes in the contexts in which the person who suffers violence transits. The study aimed to understand the conception of Elementary School students about the interference of domestic violence in the school experience from the perspective of Martin Heidegger’s phenomenology. The research is under the qualitative, descriptive and exploratory bias. The proposal of the Meeting Group was used, weekly, with a total number of 23 students regularly enrolled in elementary school. Data analysis was carried out based on the theoretical framework proposed by Martin Heidegger and other authors of Existential-Phenomenology. 3 categories were identified, the first consisting of subcategories, they are: 1. Speaking of violence; 2. Family configurations: instances of illness; 3. Reflections of domestic violence on teaching-learning. It is concluded that the adolescents recognize the various types of violence, how much they are present in their family configuration and the multidimensionality of the consequences that affect school life, since the mark of violence runs through the daily lives of these adolescents and follows them endlessly.