It starts from the premise, as an introduction to this work, that the public space of federal, state and municipal schools, carry in recent times, the stigma of institutional terrorism, to the point of promoting absenteeism. In a fluctuating reading of school complications, as a work methodology, the configuration of violence in the form of bullying victimization is observed, due to the impossibility of academic discourse, to adhere to the walls of any educational establishment. The general objectives of this article are to point out the problem of institutional public security and the violations of individual and collective rights in school daily life and the emergence of affirmative actions. The complexity of social relations in the school environment, due to the instability promoted by recent world events, requires public policies aimed at meeting emerging demands, such as the activation of a social service dedicated to the social accompaniment of young people in situations of vulnerability and fragility. emotional, which undoubtedly causes a productive deficit in academic life and difficulties in interpersonal relationships, as well as disciplinary transgressions. As a result, it is observed that teachers can also suffer the consequences when they are unable to handle the dynamic profile of their work groups, sometimes forced to rethink their careers and even accumulate requests for work leave due to the stress observed intertwined with the social. life, the multiple forms of governance and connection in multiple social networks, makes school life, post-pandemic, an emerging, private and public point of attention with the spread of violence. In conclusion, the school must provide conditions to promote mental health to all its actors, since it is a center for citizen training, often reflecting inappropriate social actions for community life, due to disciplinary transgressions and lack of behavioral follow-up necessary to psycho-pedagogical work, at the center of its functions
