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This article aims to analyze the occurrence of peer violence (bullying) involving students, according to the perspective of Popular Education. The context of the study is the municipality of Marcação, in the State of Paraíba, Brazil. From a methodological point of view, this is qualitative research of exploratory nature, having carried out a literature review and a study with representatives from two schools in the aforementioned municipality. The empirical material was obtained through semi-structured interviews, and its scrutiny occurred according to the application of the thematic analysis technique. Among the results achieved, it was possible to perceive the ineptitude of school authorities about peer intimidation, despite being a phenomenon that frequently occurs in educational institutions and that there are several materials available about it. There was also a trivialization of bullying and the naturalization of violent behavior among students. Conclusively, it is pointed out, for example, that the dialogicity of Popular Education can be an important device to address bullying in everyday school life and overcome the culture of violence. [ABSTRACT FROM AUTHOR]

This article focuses on the PET Project/Knowledge Connections Access and Permanence of Young People of Popular Origin: University-Community Dialogues. Its objective is to present some of the contributions that the Project has provided to teacher training of undergraduate students at the Federal University of Paraíba (Campus I), Brasil, since 2010. From a methodological point of view, the work is affiliated with qualitative research and was realized through two procedures: bibliographic review and narratives of the experiences lived in the project. It is based on some references, such as Freire (1996), Calaça (2016), Gadotti (2014), Di Pierro and Haddad (2000), Bonfim and Ventura (2015). In conclusion, it is stated, for example, that the Project provides contributions, both from a macro and micro point of view, in order to train critical and sensitive educators to the school reality of the popular classes, especially regarding Youth and Adult Education. [ABSTRACT FROM AUTHOR]