Resumen:
This paper aims to analyze how symbolic violence is perceived and subjectivized in school by Afro-descendant students and the role of the main actors and actresses involved in the context of the Juracy Magalhães Jr. School, located in Cacha Pregos, Vera Cruz, metropolitan region of Salvador , BA. The central hypothesis is that symbolic violence does not immediately produce physical pain, as it is a social construction that, subjectively organizing itself in an individualized way, is a vital component of the mechanisms of reproduction of inequality and begins in the family and in the family. school. In addition, the Brazilian social structure is marked by social inequality, in which race is decisive and consolidates the symbolic strength of violence.
Whatever the resistance movement, it always ends up being seen as the indolence,
indiscipline and delinquency of organized crime, trafficking and that threatens the
school environment. In this study, several views of those who live daily in this scenario were compared: student body, faculty, management people, technical-administrative staff and parents and / or guardians. Subsequently, the subjects' representations about violence were focused. The corpus of the study was structured through recordings of the interviews in audio, transcription and later analysis. To investigate the responses obtained, the theoretical basis of French Discourse Analysis was used, an interpretive science that analyzes and mobilizes questions related to history, language and psychoanalysis. This study aims to theorize about the racial issue and violence in the school environment, pointing to the feasibility of building a new pedagogy, based on resilience, as a possible way to overcome the situation of violence in the school environment.
