Culture of Peace in Times of Hate: Limits and Possibilities – An Analysis of Government Reports on School Violence Prevention in Brazil (2022-2023)

This study is part of the research agenda proposed by Stelko-Pereira & Williams (2010), which questions whether the complete absence of violence in schools is possible or if this notion is merely utopian. It also explores whether the concept of school violence should incorporate the idea of a minimal or acceptable level of violence. To address this question, this paper examines the genealogy of the concept of "culture of peace" in contrast to extreme school violence. The objective is to understand both its historical development and its feasibility and applicability in educational institutions, particularly over the past decade, which has been marked by the rise of hate speech. Extreme school violence, as defined by official Brazilian reports, refers to school attacks classified as rampage shootings, including targeted shootings (MUSCHERT, 2007). Although this phenomenon is more common in the United States, it has increasingly raised concerns in Brazil, as it challenges the misconception that schools are inherently safe and harmonious spaces (GERARD, WHITFIELD, PORTER & BROWNE, 2016). Hate speech is understood as discourse that circulates in different contexts and poses a threat to individual and collective human rights by inciting violence and discrimination. It tends to intensify in periods of rising populist regimes, declining social cohesion, distrust in democratic institutions, scientific denialism, widespread misinformation, conspiracy theories, and youth engagement in extremism (UNESCO, 2023). In 2022 and 2023, Brazil witnessed a significant increase in school attacks carried out by young individuals influenced by extremist ideologies and hate speech, both within and outside educational institutions. In response, the Brazilian government adopted an interministerial approach, implementing actions at both the executive and legislative levels to formulate public policies aimed at preventing school violence. Key reports produced as part of these efforts include: The Extreme Right Among Adolescents and Young People in Brazil: School Attacks and Alternatives for Government Action (GT de Transição da Área de Educação, Dec/2022); Report of Recommendations for Combating Hate Speech and Extremism in Brazil (MDHC, Jul/2023); Working Group - Policy for Combating Violence in Brazilian Schools (GT-ESCOLA, Brazilian Chamber of Deputies, Nov/2023); Attacks on Schools in Brazil: Analysis of the Phenomenon and Recommendations for Government Action (MEC, Nov/2023). The analysis of these documents is conducted using documentary analysis methodology (SILVA et al., 2020; FUJITA et al., 2020; KRIPKA et al., 2018; CELLARD, 2008; OLIVEIRA, 2007) and content analysis (ALVES, FIGUEIREDO FILHO, 2015; BARDIN, 1979). This approach aims to explore the meanings and applications of the term "culture of peace" and its related concepts, such as "peaceful conflict resolution," "democratic coexistence," and "cooperation." The goal is to identify both the challenges and possibilities for implementing these principles in Brazilian schools given the current sociopolitical climate. This study presents partial results from an advanced-stage master's research project. By critically assessing the limitations and potential of the culture of peace, this paper seeks to answer the following question: Is it possible to implement an educational policy based on non-violence? The findings suggest that democratic management of schools plays a crucial role as a mediating principle for fostering a culture of peace in times of heightened polarization and hate speech.