Teorias subjetivas sobre violência e convivência escolar em editoriais de jornais chilenos após a pandemia
DOI:
https://doi.org/10.22235/pe.v19i1.4855Palavras-chave:
teorias subjetivas, violência escolar, convivência escolar, gêneros jornalísticos, editoriaisResumo
Após mais de 200 dias de aulas remotas no Chile, no retorno à presencialidade pós-COVID-19, percebeu-se um aumento de agressões verbais e físicas em estabelecimentos educativos, que afetaram a convivência escolar (CE). Apresentou-se, por sua vez, um aumento de denúncias por violência escolar (VE), situação que foi amplamente divulgada pela imprensa. Nela, os editoriais atuam como discursos públicos que podem ter um forte peso explicativo sobre temas de contingência nacional. O objetivo deste artigo é reconstruir as teorias subjetivas (TS) em editoriais de dois jornais de circulação nacional em 2022. Trata-se de um estudo qualitativo que utiliza procedimentos da teoria fundamentada em duas etapas: codificação aberta e axial. Os resultados mostram que os jornais descrevem a pandemia como causa e condição principal das dificuldades de CE e VE. Os editoriais atribuem as causas da VE aos efeitos da pandemia em crianças e adolescentes, assim como à carência de regulação disciplinar dos estabelecimentos. As soluções que propõem são adultocêntricas e baseadas principalmente na implementação de políticas institucionais.
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