Peer-reviewed article
CONTEXT OF VIOLENCE AGAINST CHILDREN AND THE SCHOOL'S CORONING, AFTER SOCIAL ISOLATION: INTERFACES WITH CURRICULUM JUSTICE
Juliana Fonseca de Oliveira Neri ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This research examines how violence against children increased during social isolation and continued after schools reopened for in-person learning in Brazil. The study analyzed school policies and teacher training in São Paulo and Diadema municipalities to understand how curriculum and school practices can better protect children and prevent violence. The researchers found that schools need stronger training and clearer policies based on curriculum justice principles to address violence prevention effectively.
Key points
- Violence against children worsened during social isolation and emerged as a problem when schools resumed face-to-face activities
- The study involved field research and analysis of continuing education records from managers and teachers in municipal school networks
- Results show schools lack sufficient training and integration of curriculum justice principles in public policies for child protection
- School curriculum can promote child protection and violence prevention through humanizing education approaches
- Training approaches developed in the study are feasible and can be integrated into schools' institutional policies if monitored by the whole school community
Limitations
The study is based on observational research and training record analysis in two Brazilian municipalities, so findings may not generalise to other regions or countries. The document does not provide quantitative data on violence outcomes or comparative evidence of intervention effectiveness.
Abstract
The problem that triggered this research refers to the worsening of violence against children during social isolation that emerged at school when resuming face-toface activities.The objective of this work is to analyze the interfaces with curricular justice, present in public policies to face violence against children, through school, after social isolation.The methodology involves field research with participant observation that collected data in the first half of 2022.The content analysis of the records produced in continuing education by managers and teachers from the municipal networks of Diadema and São Paulo involved categories inspired by the dimensions of Curricular Justice.The results demonstrate the need for deepening the theme in training and greater insertion of the principles of Curricular Justice in educational public policies so that the school curriculum promotes child protection and violence prevention, characteristic of a humanizing education.It is possible to conclude that the possibilities built in the training are feasible and can be included in the schools' PPP, as principles and actions that must be monitored by the entire school community in order to strengthen the collective dream of the territory in the making of schools.