A psicologia na escola e a atenção ao risco : as experiências adversas na infância como risco para violência autoinfligida e entre pares em escolas

Abstract

This dissertation investigates how adverse childhood experiences are configured as a risk factor for self-inflicted and peer violence in the school context, based on the identification of behavioral signs described in school records. It is grounded in the understanding that the accumulation of adversities throughout development is associated with increased vulnerability to manifestations of psychological distress and violent behaviors. This is a qualitative study, based on the documentary analysis of school records of high school students from two educational institutions in the municipality of Caxias do Sul, Rio Grande do Sul, Brazil, one from the public school system and the other from the private school system. Initially, 480 school records were analyzed, of which 44 composed the final sample after the application of the inclusion and exclusion criteria. The data were examined through content analysis, enabling the construction of analytical categories related to adverse experiences, manifestations of violence, and socioemotional difficulties. The results evidenced a significant presence of adverse childhood experiences in the analyzed school records, as well as records associated with peer violence and self-inflicted violence, including cases of coexistence, indicating the complexity of these trajectories. It is concluded that the early identification of risk signs in the school context may contribute to more effective strategies for prevention and mental health promotion. As a technical-technological product, a social insertion strategy was developed, aimed at the training and instrumentalization of educators, with the objective of broadening the understanding of adverse childhood experiences, their cumulative effects, and their association with manifestations of violence. The proposal sought to qualify the recognition of risk signs and strengthen more integrated, protective, and co-responsible institutional responses among school, family, and the protection network. Finally, it is emphasized that, although adverse experiences may accumulate, protection may also accumulate, constituting a central element in the promotion of healthier trajectories. [resumo fornecido pelo autor]