Segregação socioespacial e vandalismo escolar – estudo de caso em uma escola municipal de ensino fundamental

Abstract

This study describes the considerations of an exploratory and documentary research in order to identify the reasons for reducing vandalism in a public elementary school, located in a space of socio-spatial segregation. Using a qualitative approach, the research was conducted in order to interact with the various audiences that make up the structure, organization and functioning of this school, whether internal or external. The research aims to show how a school located in a peripheral neighborhood and with scarce resources, finds a daily response to inhibit this vandalism, in the conduction of a more attentive and zealous environment for the school and its surroundings. In addition, it considers some possibilities of questions to point out whether this daily answer comes from the performance of the school council, in the implementation of a pedagogical project, in the effective participation of the family or even the community, in the engaged role of teachers allied with students, in electronic security devices, in the presence of public security or, a little of each of these parcels. In this sense, the justification and importance of the research is to evaluate its possibility of reverberating to other public (municipal and state) and private schools, located or not in the periphery, the results here obtained in the understanding of the integration of teachers with the school's history. and the surrounding community. A municipal school on the outskirts of the north of São Paulo was chosen to be the object of the case study.