Não é um Bater com Objectivo de Lesar”: Práticas da Violência Física dos Professores Contra Alunos na Escola Primária Moçambicana

Abstract

After a long period of segregation of children in the historic process of mankind, in recent years we have seen as long internationally as well as nationally, a development of legal tools that defend the rights of children. But even with this vast range of laws we still seeing acts of physical violence perpetrating by teachers against students in primary schools. This work was developed with the aim to call in question the fact that even existing laws that condemn it. Guided by the assumption that physical violence is related to the integration of teacher’s culture, we base our study on the theory of Functionalism of Durkheim (2009) and Labeling of Becker (1977). Applying the ethnographic method we did an exploratory research, considering that the data were collected (through observation, semi-structured interviews and informal conversations) with a group of teachers from primary school of Manhiça district, Maputo province. This study notices the vocation of the physical violence is related to the traditionalist view of the child’s conception. It is understood that most teachers create images based on the vision of the student as object and, as such, they see physical violence as a facilitator of the PEA and label the deviant to anyone who did not practice it. Despite knowing the existence of laws that condemn their practices, they believe in the usefulness of physical violence, teachers create a middle term to regulate the practice of physical violence within the school environment and this occurrence isn’t verifiable outside of this atmosphere, where it can be seen as deviant.