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Abstract
In this article, practices are presented in school violence within the National Education System (SNE) in Mozambique. Such practices are contextualized and questioned from social, political and cultural perspectives and human as well as from the theoretical and methodological support of the French Discourse Analysis founded by Pêcheux order to reflect on the effects of feelings that underlie the subject of discourse teacher through their practice. Even if questioned, the functioning of the pedagogical discourse is still based on the authoritarian type of discourse, which justifies a study whose focus school and social violence produced against the student. Discursive excerpts are analyzed that evidence still present actions in school and identified as promoters of loss of self-esteem, avoidance and school failure. The effects of identified senses show veiled coercive practices, something contradictory to the speeches officially presented by the SNE.
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