Saberes e práticas de professores acerca da prevenção de comportamento suicida e violência infantojuvenil

Abstract

This research aims to understand how public-school teachers perceive, face, and act upon self-directed violence and other forms of violence involving children and adolescents within the school context. The research followed a qualitative approach with ethnographic inspiration, using focus groups as the main data collection technique, involving teachers from public schools in the municipality of Parauapebas, Pará, Brazil, totaling 33 participants. The results reveal that teachers recognize the school as a protective space but face significant challenges in dealing with situations of psychological suffering and violent behaviors among students. The lack of specific training on mental health and violence prevention, combined with work overload and weak support networks, limits the teachers' ability to respond effectively. The factors identified as contributing to violent behavior include dysfunctional family dynamics, neglect, unregulated use of technology and social media, and the lack of intersectoral public policies. Participants highlighted the importance of ongoing professional development, welcoming practices, active listening, and collaborative work with health and social services to address violence in schools. The study reinforces the need to incorporate mental health and violence prevention as central themes in teacher education and in the development of pedagogical practices integrated with care and life promotion.