Prevalent in Brazilian society since the Age of Discovery (1500 AD), violence among rural populations still characterizes the way people think, feel, and act. This study analyzes teachers’ social representations of violence inthe LeCampo program at public educational institutions in Minas Gerais. Seventeen semi-structured interviews were conducted, transcribed, and analyzed through a corpus linguistic analysis using the IRaMuTeQ® software. The analysis revealed five classes that represent the corpus, each linked to a descriptive or interventional aspect of violence in rural areas. The teachers’ social representation of violence was organized around description/experience and intervention/collective action, reproducing tensions between agribusinesses and agriculture and rural social movements and landowners. Complex social representations based on discussions around resistance or welfarism can depict regression or progress for schools in rural areas.
Violence; Social Representation; Education; Rural Environments.
