Study goals
To present the results of an exploratory and qualitative research on the relationship between school vandalism and socio-spatial segregation, in which a school located in a peripheral neighborhood and with socio-spatial segregation, a generally favorable environment for transgressive behavior, mitigates its violence.
Relevance / originality
Schools become social environments of inequalities, culminating in learning difficulties, school frustration, repetitions and dropouts. Furthermore, the school has an inappropriate curriculum for young people, teachers are not well prepared and the quality of training is inadequate.
Methodology / approach
Qualitative research used documentary and exploratory analysis, in addition to the application of interviews and systematic observation; a Municipal Elementary School was chosen in order to observe the understanding of the relationship with vandalism and socio-spatial segregation
Main results
The history of EMEF is intertwined with the history of the Jardim Fontális neighborhood, considering that the neighborhood is the result of irregular land occupation and has disordered growth; the School emerged as a result of family movements to create day care
Theoretical / methodological contributions
The research identified the role of a school council in participatory management between the school and the community, to recognize the school, inserted in the city and its space, with the joint objective of taking care of situations of school vandalism.
Social / management contributions
A recommendation that this research makes and hopes to find continuity, not only in public and private schools, but also in public bodies in those works of Urban Planning in Cities, especially those that are intelligent and sustainable.