The Future of Education

Edition 8

Accepted Abstracts

Indicators of Evaluation of Policies to Prevent School Violence: A Case Study in Brazil

Joyce Mary Adam, Universidade Estadual Paulista-Unesp (Brazil)


The objective of this article is to present a research about the elaboration of indicators to evaluate the impact of a governmental proposal of prevention to the school violence, that is being implemented by the Secretary of Education of the state of Minas Gerais in Brazil and the Public Defender's Office, program MESC - Mediation of Conflicts in School Environment.

The concept of social indicators and especially of educational indicators has gained significant space in recent decades in Brazil. Originally linked to the idea of state planning, it gains new formats and reaches different areas and methodologies for its construction, ranging from quantitative methodologies to qualitative methodologies. According to Januzzi (2001) social indicators lend themselves to subsidize the activities of public planning and formulation of social policies allowing a deepening of academic research on social change.

Minayo (2009) argues that qualitative indicators should be constructed in a participatory manner, together with the actors involved on the processes under analysis, because in this way, they allow a more in-depth mapping of the nature of the changes occurring and in process.

Research methodology: a) analysis of the documents of the documentary proposal of the MESC program; b) the holding of focus groups with educators and school managers in the state of Minas Gerais, seeking to map the actions that were concretely implemented and to construct with them the evaluation indicators of the proposal.

The data analysis methodology used was the critical discourse analysis (Van Dijk, 2010; Fairclough, 2012). The critical analysis of discourse is a discursive analytic investigation that seeks to understand, to reveal and  how domination and inequality are represented and reproduced by oral and written texts in each social and political context (Van Dijk, 2010).

As conclusion, is highlighted the importance of the construction of indicators with the participation of those involved and of indicators that can lead the schools to a self-analysis so that all the processes of institutional and interpersonal interaction can be contemplated.

Key words: School Violence; Educational Indicators; Educational Policy; Conflict Mediation at School.

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