Experiências dos educadores na gestão da violência escolar relacionada com gangues em escolas públicas selecionadas na província de Mpumalanga, África do Sul
Conteúdo do artigo principal
Resumo
Este estudo explorou as experiências dos educadores na gestão da violência associada a gangues entre os alunos em escolas públicas do ensino secundário selecionadas na província de Mpumalanga. A violência estudantil ligada ao gangsterismo tornou-se um desafio premente nas escolas sul-africanas, ameaçando a criação de ambientes de aprendizagem seguros e propícios. Orientado pela Teoria dos Sistemas Bioecológicos de Bronfenbrenner (1989), o estudo adotou uma abordagem qualitativa no âmbito do paradigma interpretativista, e utilizou um desenho fenomenológico. Os dados foram recolhidos por meio de entrevistas semiestruturadas com quatro educadores responsáveis pela disciplina dos alunos, em duas escolas selecionadas por conveniência, e analisados tematicamente. Os resultados revelaram que o gangsterismo é prevalente em zonas de elevada densidade populacional e frequentemente envolve jovens fora da escola que influenciam os alunos em contexto escolar. Os conflitos relacionados com gangues estendem-se, por vezes, a várias escolas, perturbando os processos de ensino e aprendizagem. O estudo constatou ainda que os atuais enquadramentos disciplinares são limitados por uma burocracia excessiva e por uma autoridade reduzida dos educadores, o que diminui a capacidade de resposta a incidentes de violência. Os participantes salientaram a necessidade de intervenções colaborativas envolvendo pais, forças de segurança e líderes comunitários para abordar as raízes socioambientais do gangsterismo. O estudo conclui que a redução sustentável da violência associada a gangues exige o reforço dos quadros políticos, a descentralização da tomada de decisões e um envolvimento proativo ao nível das famílias e das comunidades.
Downloads
Detalhes do artigo
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
Referências
Adu, G.A., King-Kuadzi, K.E., Apambilla, P.A., Nyasapoh, C.A., Darko, R., & Blay, J. (2024). Guidance and counselling: A tool in combating bullying in senior high schools in Ghana. International Journal of Advanced Studies, 6(12), 1-5. https://doi.org/10.33545/27068919.2024.v6.i12a.1305
Baraquia, L.G. (2022). Teachers' coping strategies with the challenges in the Department of Education: A phenomenological study. SSRN Electronic Journal, 2(1), 69-80. https://doi: 10.2139/ssrn.4504013
Bayeni, S. D., & Bhengu, T. T. (2018). Complexities and contradictions in policy implementation: Lived experiences of three school principals in South Africa. SAGE Open, 8(3), 1-12. https://doi.org/10.1177/2158244018792037
British Educational Research Association [BERA]. (2024). Ethical guidelines for educational research (5th ed.). BERA https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024
Bronfenbrenner, U., & Morris, P. A. (2006). The Bioecological Model of Human Development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (6th ed., pp. 793–828). John Wiley & Sons, Inc. https://psycnet.apa.org/record/2006-08774-014
Burton, P., & Leoschut, L. (2013). School violence in South Africa. Centre for Justice and Crime Prevention. Cape Town, Cape Town, South Africa. http://cjcp.skinthecat.co
Carroll, S., Mikhail, M.E., & Burt, S.A. (2023). The development of youth antisocial behavior across time and context: A systematic review and integration of person-centered and variable-centered research. Clinical Psychology Review, 101. https://doi.org/10.1016/j.cpr.2023.102253
Chávez, C., & Aguilar, M. (2021). The impact of community violence on educational outcomes: A review of the literature (Innocenti Working Paper WP-2021-03). UNICEF Office of Research – Innocenti. https://doi.org/10.18356/25206796-2021-03
Clarke, S. (2015). School leadership in turbulent times and the value of negative capability. Professional Development in Education 42(1), 1-14 https://doi.org/10.1080/19415257.2015.1010692
Costantine, E., Mwinjuma, S. J., & Nemes, J. (2025). Navigating adversity: Assessing teacher resilience to challenging secondary school environments in Morogoro, Tanzania. Journal of multidisciplinary research and development, 2(1) 12-24. https://doi.org/10.56916/jmrd.v2i1.999
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). London: Sage.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The Sage handbook of qualitative research (5th ed.). Sage.
Department of Basic Education. (2016). National School Safety Framework. Government of the Republic of South Africa. https://www.education.gov.za/Portals/0/Documents/Publications/School%20Safety%20Framework%202016.pdf
Khuzwayo, N., Taylor, M., & Connolly, C. (2016). Prevalence and correlates of violence among South African high school learners in uMgungundlovu District municipality, KwaZulu-Natal, South Africa. South African Medical Journal, 106(12), 1216-1221. https://doi.org/10.7196/SAMJ.2016.V106I12.10969
Kvale, S., & Brinkmann, S. (2021). Interviews: Learning the craft of qualitative research interviewing (4th ed.). Sage.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Mahome, M., Mphahlele, L., & Malatji, K. (2023). Advancing teachers’ safety in South African schools: Teachers’ safety within teacher-directed violence - A model. Russian Law Journal, 11(3), 3047–3059.
Mcobothi, S.T. (2025). Teachers' experiences of violence from learners in three high schools in the KwaZulu-Natal Pinetown district. (Thesis for: Master of Education) Cape Town: Stellenbosch University. https://doi:10.13140/RG.2.2.21512.53764
Milligan, M., Doss, K. M., & Zungu, B. (2024). Violence in South African schools: Trends, psychology and recommendations. Perspectives in Education, 42(1), 4–22. https://doi.org/10.38140/pie.v42i1.7251
Mncube, V., & Madikizela-Madiya, N. (2014). Gangsterism as a cause of violence in South African schools: The case of six provinces. Journal of Sociology and Social Anthropology, 5(1), 43–50. https://doi.org/10.31901/24566764.2014/05.01.06
Mosito, C. P. & Sitoyi, Z.M. (2024). School violence and its impact on teachers’ well-being. Perspectives in Education. 42(1), 131-147. https://doi.org/10.38140/pie.v42i1.7215
Mpindo, E., Rambuda, A. & Modise, M.A. (2025). Gangsterism and a safe schooling environment: Assessing the perspectives of learners in South Africa. E-Journal of Humanities, Arts and Social Sciences (EHASS), 6 (7), 1052-1061. https://doi.org/10.38159/ehass.2025679
Ndlovu M., Makola S. & Schlebusch G. (2023). A framework for the implementation of positive discipline in selected public secondary schools in the Mpumalanga province. Acta Education Generalis, 13(3), 1-33. https://doi.org/10.2478/atd-2023-0025
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1. https://doi.org/10.1177/1609406917733847
Ogba, F.N., & Igu, N.C.N. (2019). Violence in Nigerian secondary schools: Implications for educational management and sustainable development. In: Papa, R. (eds) School Violence in International Contexts. Springer, Cham. https://doi.org/10.1007/978-3-030-17482-8_4
Okeke, C. & Simphiwe, W. (2024). Teachers’ lived experiences of school violence and their coping strategies. Perspectives in Education. 42(1): 148-161. https://doi.org/10.38140/pie.v42i1.7210
Opere, O.A., Kamere, I., & Wawire, V. (2019). School violence as a cause of non-peaceful coexistence in public secondary schools in Nairobi, Kenya. Open Journal of Social Sciences 7(9), 130-145. https://doi.org/10.4236/jss.2019.79010
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed-method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Republic of South Africa (1996). South African Schools Act 84 of 1996. Government Printer.
Smith, P. K. (2020). Understanding school bullying: Its nature and prevention strategies. Routledge.
Tanwir, F., Moideen, S., & Habib, R. (2021). Interviews in healthcare: A phenomenological approach A qualitative research methodology. Journal of Public Health International, 4(2), 10-15. https://doi.org/10.14302/issn.2641-4538.jphi-21-3881
Van Wyk, A. (2023). Leadership practices to mitigate violence and promote social justice in South African Schools. Research in Educational Policy and Management, 5(3), 180-194. https://doi.org/10.46303/repam.2023.34
Ward, C., Van der Merwe, A., & Dawes, A. (2020). Youth violence in South Africa: Context, causes, and prevention. HSRC Press.
Zambezi, F. (2025). Causes of learners’ misbehaviours at primary schools in the Makonde district, Zimbabwe: A stakeholders’ concerns. International Journal of Studies in Sexuality Education, 1(1), 26-32. https://doi.org/10.38140/ijsse.v1i1.1623
Zondo, S. S., & Mncube, V. S. (2024). Teachers’ challenges in implementing a learner’s code of conduct for positive discipline in schools. South African Journal of Education, 44(2), 1–10. https://doi.org/10.15700/saje.v44n2a2410