To present the results of the implementation of Psychoanalytic Orientation Discussion Circles (RCOP), a group approach with eight weekly meetings focused on discussing violence in preschools. Through qualitative analysis, we describe the main themes (categories and subcategories) discussed by teachers during the meetings, emphasizing the development of skills that catalysed the educators’ learning on how to deal with the complex phenomenon of violence. To present a comparative analysis between RCOP and other group dialogue models (operative group, focus group, and therapeutic group). This research is part of the Continuing Education Program of the Porto Alegre City Hall Department of Education (SMED). The RCOP model was developed through an interdisciplinary pedagogical-psychoanalytic partnership between SMED and the Porto Alegre Psychoanalytic Society (SPPA) and has been used since 2007. In this naturalistic qualitative study, RCOP meetings were videotaped. The data collected—a study of narratives after literal transcription of the videos—were subjected to inductive thematic analysis, aligned with Bardin’s techniques. A transformation in the level of understanding of violence was observed. Initially, a simplistic view prevailed among the teachers: violence stems exclusively from factors external to the classroom. Over the course of the meetings, a shift toward a systemic understanding of the phenomenon was achieved. Recognizing that the drama of violence affects the entire community surrounding the classroom, through an empathetic process with others involved (family members, students, institutions), was associated with stronger self-esteem and increased creativity among the teachers.
Filho et al. (Fri,) studied this question.
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