Abstract
This article aimed to discuss how the discomfort in the school environment can favor the innate drive of the student to respond violently to the position in which he is submitted. We use qualitative descriptive and bibliographic research as a method. There are impasses in the schooling process of children and adolescents due to their objectification in scientific discourse, the imposition of school content, rigid institutional rules and the cancellation of the singularities of each student. Violence in the school environment is shown, in this context, to be closely linked to the treatment to which children and adolescents are subjected.
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