O estigma da violência e suas sequelas na criança em fase escolar

Abstract

From the perspective of Historical-Cultural Theory, this article presents important reflections on the phenomenon of violence and its consequences on children's learning. Violence has been present in humanity since its genesis, as it is only practiced by man. Man is a historical-social subject, and this understanding allows us to understand society in a broad and profound way, as it analyzes society in its movement of creation and self-creation of men in this process. In the text, we seek to respond to the problem of violence that occurs outside the school environment, but which is reflected within it. Since the school is part of society, it is important to consider the context, history and experiences that reflect society and that the child experiences within the school environment. Based on the historical-dialectical materialist method, we consider education as a social and historical activity that influences the formation of personality and the learning process. We note that confronting the problem of learning difficulties caused by violence should be the object of reflection and collective action involving the school's teaching staff, social workers and psychologists.