Bater n？o educa ninguém!práticas educativas parentais coercitivas e suas repercuss？es no contexto escolar

the objective of this article is to reflect upon the effects of coercive education practices on the development of the child and the adolescent, seeking to understand their influence on behavior and learning within the school context. based on the unsystematic analysis of studies on the theme, it was possible to understand that the coercive strategies that made use of physical force to educate are associated to negative results for the human development of the child and the adolescent, such as aggressive behavior and low self-esteem, constituting thereby a risk to their healthy development. nevertheless, these practices are socially shared and regarded as natural by families, with other forms of educating often being unknown. with the school being regarded as an important space for the interaction of children, it has been called upon to join in this issue. thus, forms are discussed of giving instruments to the professionals of education to help them identify cases where coercive strategies and physical violence are being used in the education of children, as well as to help them with preventive actions with students and with the community. in order to allow this purpose to be fulfilled, the bodies responsible for the defense of the rights of children, as well as the school psychologist, can act alongside the school, helping it in this process. the psychologist can work with parents to introduce them to forms of education that avoid the perspective of violence, thereby preventing future developmental damage and behavior that will hinder learning. fostering reflections about this problem will allow the values of non-violence education to flourish among families, contributing to turn children into future healthy adults.