Özet:

Abstract Objective: to understand the social representations that high school teachers in a public school have about the impacts of school violence on their practices. Methods: qualitative descriptive-exploratory study, carried out through a semi-structured interview from February to May 2019, with teachers from a public school in the interior of the state of São Paulo, with interpretation by content analysis. Results: 10 teachers participated, five men and five women, aged between 30 and 56 years, with an average of 16.5 years of experience as teachers, with higher education and seven of them had postgraduate degrees (five specialization and two master's). Three thematic categories emerged: “Educational policy: isn't it time to change?”; “Unstructured families: reflections on school violence”; and “Beliefs and difficulties in managing school violence: available strategies”. Conclusion: legislative interventions are proposed to implement health programs in the workplace, training and capacitation of professionals on the subject of violence, intersectoral articulation of schools to support students, families and the community.

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