Publicação
Psychosocial Care and Coping with Violence in the School Context - Analytical Approaches between the Symbolic, Ontological and Epistemic Fields
| Resumo: | The essay aims to understand violence in the school context, exploring its symbolic, ontological and epistemic dimensions, promoting decolonial reflection on the need for an educational environment that favors dialogue, inclusion and psychosocial care, as advocated by Law No. 14,819. In this sense, we consider Nelson Maldonado Torres’ proposal for a ‘new’ project of humanism, based on a decolonial attitude, going through understandings of violence, highlighting the various forms of denial, oppression and marginalization. From the inability to adapt to the circumstances of domination, characterized by non-adaptation, associated with non-dialogical environments, we discuss ‘risk-adventure’, in order to re-signify violence and promote psychosocial care within the school community, in view of the possibilities of interaction that are more welcoming to differences in a decolonial reading, with a view to (re)understanding the multiple faces of violence (symbolic, ontological and epistemological) with an openness to dialogic spaces that enable the production of meanings, ‘new’ attributions of meanings of being, acting and transforming. |
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| Autores principais: | Bizarria, Fabiana Pinto de Almeida |
| Outros Autores: | Madureira, Marília Madureira; Pinheiro, Leonardo Victor de Sá; Barbosa, Flávia Lorenne Sampaio |
| Assunto: | School violence Epistemic violence Psychosocial care Decolonial Violencia escolar Violencia epistémica Atención psicosocial Decolonial Violence scolaire violence épistémique prise en charge psychosociale décolonial Violência escolar Violência epistêmica Atenção psicossocial Decolonial |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | unknown |
| Instituição associada: | Instituto Politécnico de Lisboa Centro Interdisciplinar de Estudos Educacionais |
| Idioma: | português |
| Origem: | Da Investigação às Práticas |
| Resumo: | The essay aims to understand violence in the school context, exploring its symbolic, ontological and epistemic dimensions, promoting decolonial reflection on the need for an educational environment that favors dialogue, inclusion and psychosocial care, as advocated by Law No. 14,819. In this sense, we consider Nelson Maldonado Torres’ proposal for a ‘new’ project of humanism, based on a decolonial attitude, going through understandings of violence, highlighting the various forms of denial, oppression and marginalization. From the inability to adapt to the circumstances of domination, characterized by non-adaptation, associated with non-dialogical environments, we discuss ‘risk-adventure’, in order to re-signify violence and promote psychosocial care within the school community, in view of the possibilities of interaction that are more welcoming to differences in a decolonial reading, with a view to (re)understanding the multiple faces of violence (symbolic, ontological and epistemological) with an openness to dialogic spaces that enable the production of meanings, ‘new’ attributions of meanings of being, acting and transforming. |
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