Perception of violence and conflict: Diagnosis of the Permanent Observatory of Prejudices in Schools of Sergipe (OPPES)

Abstract

The school is a setting characterized by complex, intense, and heterogeneous group dynamics that can trigger conflicts and violence. Thus, it is necessary to investigate students’ perceptions and experiences of these phenomena, as understanding this subjectivity enables the development of effective mediation strategies tailored to the reality of these institutions. From this perspective, this study analyzed the educational landscape of Sergipe in ten public schools, with the aim of assessing levels of violence and conflict. Methodologically, five school climate scales and an open-ended question were administered to a sample of 1,850 students (50.50% male). The results indicated perceptions of disrespect by students toward teachers, but also pointed to the perception of the school staff’s effectiveness in resolving conflicts. A high rate of bullying was also observed (in the roles of witness, target, and perpetrator), with the online environment standing out as the most prevalent setting for such incidents, especially among female students. In this context, the data reinforce the need for actions aimed at conflict resolution and addressing violence in the state’s schools, with the goal of transforming the school environment into a space for dialogue and mutual respect.