Imaginary, Global Culture, and School Violence

In this paper we reflect on the issue of school violence under the light of the theoretical framework of Imaginary. The theme imaginary with regard to the school as institution is analyzed dealing with some characteristics of the society pointed out by different authors, such as Sennett (2006), Taylor (2006), and Baumann (2005).Some of the data from the research carried out with teachers of two schools of the interior of the state of Sao Paulo are presented, highlighting the imaginary on the school and the relations established in this context. This research adopted as its methodology for data collection a group dynamics.In conclusion, we stress the importance that studies on school violence try to clarify the different institutional aspects focusing not only the students and their families, but the interactions within the school. An institutional analysis focusing the micro and macrosocial aspects may contribute in order to lead the school to begin coping with the problems in a more realistic perspective, looking for alternatives in the group itself to evidence barriers raised by the institutional imaginary.