Students drugged in the classroom: are the teachers prepared? / Students drugged in the classroom: are the teachers prepared?

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Braz. J. of Develop.,Curitiba, v. 6, n.5, p.29080-29095 may. 2020. ISSN 2525-8761

Students drugged in the classroom: are the teachers prepared?

DOI:10.34117/bjdv6n5-382

Recebimento dos originais: 19/04/2020 Aceitação para publicação: 19/05/2020

Daniel Nascimento e Silva

Pós-doutorado em Administração pela Universidade Federal de Santa Catarina

Instituto Federal de Educação, Ciência e Tecnologia do Amazonas – Campus Manaus Distrito Industrial

Avenida Danilo de Matos Areosa, 1731 – Distrito Industrial, 69075-351 Manaus – Amazonas, Brasil.

E-mail: danielnss@gmail.com

Francileni de Souza Ferreira

Licenciada em Ciências Biológicas pelo Instituto Federal de Educação, Ciência e Tecnologia do Amazonas

Instituto Federal de Educação, Ciência e Tecnologia do Amazonas – Campus Manaus Centro Avenida 7 de Setembro, 1975 – Centro, 69020-120 Manaus – Amazonas, Brasil.

E-mail: francileniferreira1@gmail.com

Ana Lúcia Soares Machado

Doutora em Desenvolvimento Sustentável pela Universidade de Brasília

E-mail: ana.machado@ifam.edu.br

Luana Monteiro da Silva

Doutora em Química pela Universidade Federal do Amazonas

E-mail: luana.silva@ifam.edu.br

Luiz Henrique Claro Júnior

Doutor em Biologia pelo Instituto Nacional de Pesquisas da Amazônia Doutora em Química pela Universidade Federal do Amazonas

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ABSTRACT

Drug use has invaded all associated human spaces, including the school. In this sense, this study analyzed the preparation of teachers who work in an Amazonas state high school to deal with drugged students in the classroom. The methodological strategy used was the survey, operationalized with the aid of a script of semi-structured interviews, in which the respondents were four teachers from a municipal high school who participated in experiences of having students drugged in the classroom, whose data were organized and interpreted with the aid of semantic and content analysis techniques. The results showed that a) students already arrive in the classroom on drugs, despite the report of a case where the student was drugged during class, b) meekness and aggression, each in its own way, are the most common behaviors. c) teachers bring knowledge of the school administration to occurrences only when the inconvenience caused by the presence of the drugged student in the classroom is high and d) the consequences of this action were the disappearance of students from school, being the only case of success reported due to the chance knowledge of a social worker who took the situation for herself. The conclusion shows that the teachers of the researched school are not prepared to deal with the situation of drugged students in the classroom.

Keywords: Teen Drug Addiction; Drugs at school; Teaching action; Drug addiction.

RESUMO

O uso de drogas invadiu todos os espaços humanos associados, incluindo a escola. Nesse sentido, este estudo analisou a preparação de professores que trabalham em uma escola secundária do Amazonas para lidar com estudantes drogados na sala de aula. A estratégia metodológica utilizada foi a pesquisa, operacionalizada com auxílio de um roteiro de entrevistas semiestruturadas, em que os entrevistados eram quatro professores de uma escola municipal que participaram de experiências de ter alunos drogados na sala de aula, cujos dados foram organizados e organizados. interpretado com o auxílio de técnicas de análise semântica e de conteúdo. Os resultados mostraram que: a) os alunos já chegam à sala de aula com drogas, apesar do relato de um caso em que o aluno foi drogado durante a aula; b) mansidão e agressão, cada uma à sua maneira, são os comportamentos mais comuns. c) os professores trazem conhecimento da administração da escola para as ocorrências somente quando o inconveniente causado pela presença do aluno drogado na sala de aula é alto ed) as conseqüências dessa ação foram o desaparecimento dos alunos da escola, sendo o único caso de sucesso relatado devido ao conhecimento eventual de uma assistente social que assumiu a situação por si mesma. A conclusão mostra que os professores da escola pesquisada não estão preparados para lidar com a situação dos estudantes drogados na sala de aula.

Palavras-chave: Toxicodependência em adolescentes; Drogas na escola; Ação docente;

Dependência de drogas.

1 INTRODUCTION

There is difficulty in interaction between the family and the school environment. Given the importance of these two fundamental institutions in the integral training of children and adolescents, one must seek the maximum efforts to contribute to overcoming these problems. This interaction is of greater importance when related to drug use by adolescents. Nowadays,

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Braz. J. of Develop.,Curitiba, v. 6, n.5, p.29080-29095 may. 2020. ISSN 2525-8761 prevention work has been going through a process of evolution of a model, whose actions and guidelines, were centered on inpatient treatment (medical problem), interventionist and repressive (legal problem) with a focus on education and health, with appreciation of life and family participation.

To face the dangers posed by the drug world, it is necessary for the family and school to become partners. And this partnership is reflected in the work of all education professionals, especially and especially in teaching. Teachers need to be prepared to deal with the different situations that these cases can take on in the daily teaching-learning process. The faculty needs to know how to act so that each case is adequately covered with the most recommended procedures.

In this sense, this study sought to investigate whether teachers at a high school in the state of Amazonas are prepared to deal with cases of students who enter classrooms under the influence of drugs. For this, it used the methodological strategy of the survey, with intentional sampling of four teachers who had experiences with drug addiction situations during classes, whose protocol was based on data collection with the help of an interview script, with semi-structured questions, in which the data were analyzed and interpreted with the aid of semantic and content analysis techniques. The findings show what are the most striking characteristics of students under the influence of drugs in the classroom, what their behavior is like, what teachers do to deal with the situation and the results that these actions have caused. The conclusion shows that schoolteachers are not prepared to deal with these situations.

2 THE NECESSARY FAMILY AND SCHOOL RELATIONSHIP

The family is the children's first educator and, therefore, it needs to care for this fundamental process constantly and directly for their integral development. It is in the family that essential values such as affection, respect, self-esteem, responsibility, and solidarity must be cultivated. These are relevant qualities for the process of belonging and favoring the individuation of children. But children and adolescents spend a good part of their time at school, which requires interaction with family values. Tiba (2002) says that the school is an institution that complements the student's family environment.

In this process, the School, in its daily life, must be open to the participation of the family and build a dialogical, critical, and liberating relationship with it, encouraging the participation of parents in its context. Education intervenes in human development, as does the family, according to Libâneo, (2000). The school is an essential partner of the family in the construction

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Braz. J. of Develop.,Curitiba, v. 6, n.5, p.29080-29095 may. 2020. ISSN 2525-8761 of this being, as it effectively collaborates for intellectual, cultural, social, cognitive, critical, scientific, and spiritual growth. It is necessary to properly understand the role of father, mother, and child, as explained by Szymansky (2001).

The systematic school monitoring of children according to Piaget (2007), strengthens the family's emotional bonds. Unfortunately, parents have little participation in determining what happens at school. Sometimes it is feared the participation of certain parents who, being very eloquent and strong-willed, try to impose their will on school procedures. These procedures would often work more to facilitate your own life or that of your children than to improve the quality of teaching, as perceived by managers and teachers. That is why Piaget, (2007) emphasizes that the exchange of information ends up resulting in an exchange of mutual aid.

When parents become active participants in the meetings and meetings held, they are encouraged to participate and contribute to school life and improve the quality of teaching and learning for their children. According to (Libâneo, 2000), the school is an open system, as is the family. The participation of parents in school life has been observed in international research, as one of the most significant indicators in determining the quality of teaching, which show that those students whose parents participate more in school life learn more. Libâneo (2000) explains that it is up to parents to educate their children, but when school and family go together for this purpose, everything becomes easier. The greater the participation of parents in school, the greater the formalization of relationships between education professionals and students.

The proposition of a social institution must, without a doubt, exercise an educational function with parents, and these are revealed through a practice of discussions that focus on informing, advising, and guiding the most diverse subjects. Thus, so that family and school, in mutual collaboration, can promote comprehensive education for the citizen, in compliance with the legal requirements of society. Paro (2000) confirms that the participation of parents in their children's school life increases their performance, their learning.

The Family is the first social group to which the child belongs, and it is through this interaction that the child will develop socialization patterns. Parents are responsible for teaching the child the first steps and the first knowledge. The school continues this process. That is why the active participation of the family is of fundamental importance (LOPES, 2009). The family needs to establish a partnership relationship with the school, collaborating with the student's learning and development. However, it is necessary to analyze modern society, observing that one of the most significant changes is the way the family is currently structured. That traditional

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Braz. J. of Develop.,Curitiba, v. 6, n.5, p.29080-29095 may. 2020. ISSN 2525-8761 family, consisting of father, mother, and children, is changing. Currently, there are families within families, as shown by Tedesco (2002).

The family's duty to the schooling process and the importance of their presence in the school context is also publicly recognized through the Law of Directives and Bases of Education, which brings in its article 1 the observation that education covers all training processes ( BRASIL, 1996). And it encompasses family and school in the same challenge. The constitution places them as agents of this duty (BRASIL, 1988). Thus, choosing the school that is appropriate to the family's expectations and that, at the same time, is pleasing to the child, is an undertaking whose success depends, in large part on the ability of the parents when evaluating different proposals. Be attentive to the educational project and the disciplinary profile of the institution that helps to choose one whose values and background are most like those of the family in terms of demands, attitudes, worldview. Knowing the school's dependencies and possibilities, its differentials, as well as the professionals who will oversee their child's education, is important for parents to evaluate the school.

The search for a good relationship between family and school should be part of any educational work that focuses on the child. In addition, the school also plays an educational role with parents, discussing, informing, advising, addressing the most diverse issues, so that family and school, in mutual collaboration, can promote a comprehensive education for the child. A relationship based on the division of children's education work involving reciprocal expectations. The Statute of the Child and Adolescent (ECA) is clear when it places the family and the public authorities (through the school) in the responsibility of educating (BRASIL, 1990).

When it comes to desirable partnerships and parents are invited to participate in education, mainly due to their homework‖ which is a strategy for promoting school success, historical changes, and cultural diversities in the modes of education and social reproduction. It is necessary for parents to consider that at home it is also important to reserve a suitable place for studying and carrying out school tasks. Show the children that the study is essential to achieve their goals, demonstrate excitement with a given stage won by the child, leading them to understand the importance of learning and being a conscious and free citizen. Parolim (2003), in this respect, shows that school and family seek the same thing: to prepare the child for the world.

The school as a teaching institution has the function of offering necessary conditions so that the student constantly receives daily qualification in his / her performance exercise, making

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Braz. J. of Develop.,Curitiba, v. 6, n.5, p.29080-29095 may. 2020. ISSN 2525-8761 possible, therefore, an improvement in the quality of life of future generations. For Piaget (2007), although parents do not want to be educated, they have the right to be informed, especially about what happens to their children in the school environment. And given the drug problem, the challenge increases in size, complexity, and difficulty.

The school's function is to transmit knowledge to the student, but also to lead him to build paths so that, in turn, he can discover himself as a thinking, critical, social person and capable of acting positively in the society in which he lives showing him that , with education he will be able to fully develop, learning to value himself. One of the main tasks of the school is to maintain and educate its dependents for life, according to ethical, cultural, religious, and legal principles. It is through the school that one has access to the most universal knowledge (TEDESCO, 2002). The school must work more widely. Affective coexistence with families is necessary, knowing how to listen, respecting diversity. Often, the school understands that a family, because it does not correspond to traditional standards, is not able to take care of the formation of its dependents. Thus, it is essential that school and family feel partners in this task of transforming the child. The family should participate in the meetings, ask questions about their child's school life, and learn about real educational practices. So, the school feels like a partner in this journey. No contexto atual, a questão do uso de drogas vem crescendo demasiadamente e faz vítimas cada vez mais jovens. Isso se dá devido a uma multiplicidade de fatores e conflitos externos e internos. Tais conflitos podem ter relação com a família, tais como a falta de maturidade e de informação, os mitos e a expectativa do efeito da droga, a pressão da indústria e da mídia, além de outros contextos pertencentes à etapa do desenvolvimento em que o jovem precisa passar para se autoafirmar e se relacionar com os grupos.

Drugs are a real and fatal danger to people's bodies and minds. The school has a fundamental role in health promotion. Working with themes that are present in the students' daily lives and providing guidance on their dangers and challenges is extremely important for our young people to have a reflective and critical position inside and outside the school walls, and thus, deconstruct the drug myth. .

In the school environment, drug use has been reported in several studies (SILVA et al, 2019; BISPO; MARTINS; DUARTE, 2019; PEDROSO; HAMANN, 2019). For there to be alignment between the school and the family in facing the challenges that drug addiction represents, it is necessary that the school agents are prepared for this. This means, for example, that teachers must be instructed on how to proceed when in their classrooms there are students under the influence of drugs. These procedures need to be built in partnership, between family

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Braz. J. of Develop.,Curitiba, v. 6, n.5, p.29080-29095 may. 2020. ISSN 2525-8761 members and school agents, under the supervision of specialized professionals, such as social workers and psychologists, so that effective action can be taken on situations with technically and scientifically recommended procedures. It is precisely the realization of this alignment that this investigation sought to describe, in relation to a high school in the State of Amazonas.

3 RESEARCH METHODOLOGY

This study sought to describe the teacher's role in the face of drug use situations in a high school in the state of Amazonas. Specifically, it sought to know what are the most striking characteristics of student who use drugs, how they behave in the classroom, what teachers do to deal with the situation and what results the consulted teachers obtained with the actions taken. The method used was the survey, having as units of analysis the situations reported by four teachers of the school who volunteered to participate in the study, and level of organizational analysis, that is, the results are valid only for the school of which teachers are part of it. It therefore has no external validity. The perspective of analysis was synchronous or transversal, which means that it was intended to take a kind of photograph of the analyzed situations (NASCIMENTO-E-SILVA, 2012).

The strategy of this investigation consisted of six steps. The first was the choice of the school, made by intentional criteria, since the researchers knew that there were cases of students entering the classrooms under the influence of drugs. The second was the selection of teachers to obtain the data so that the guiding questions could be answered, which was facilitated because one of the researchers has contact with the school's faculty. The third stage was the elaboration of the research protocol, based on the theoretical framework constructed. The fourth step was the data collection, carried out through scheduling with the teachers who were willing to answer the questions. The fifth stage was the organization and analysis of the data. The sixth and final stage was the interpretation of the results and writing of this communication.

The sampling of this study was intentional. As most of the faculty that had to face situations that fit in the case of this investigation refuses to provide data, the researchers decided to choose only the professors who were willing to do so. In this sense, these teachers were contacted in person and by telephone, scheduling day to hour for data collection. At the time of scheduling, they were provided with information about the research and data collection procedures.

On the appointed day, the researchers collected the data. For this, a field notebook was used, where the answers obtained for each question asked were recorded. With the information

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Braz. J. of Develop.,Curitiba, v. 6, n.5, p.29080-29095 may. 2020. ISSN 2525-8761 in hand, the researchers elaborated masses of data, that is, they created a chart in which, in the left column, there was a distorted identification of the respondent (made in anonymous format, to preserve their identities), such as A, B, C and D, and in the right column, the obtained answers were schematically annotated. The product of this stage can be seen in Tables 1, 2, 3 and 4 of the survey results.

Once organized, the data was analyzed. Analyzing, here, means breaking the data into parts, so that they could identify their logical schemes. For example, in table 1, the data were broken down into three parts: “I arrived at school already on drugs”, “the student smoked marijuana in the room” and “did not show aggression”. This procedure allowed comparing the data of different respondents to assess how much each situation was repeated, even if in different ways.

After being analyzed, the data were interpreted to generate the results. Interpreting means saying what those data mean, what is the logic between them, discovering the logic that exists there (RIBEIRO, 2019; PÜSCHEL; AQUINO, 2019; ALMEIDA, 2019), in that set of parts. As can be seen from table 1, the logic in that data set is that students already arrive in the classroom on drugs, that is, they first take drugs to enter the classroom. Although there is a case in which the use of the drug was perceived in the room itself, this case does not contradict the logic found, the discovery made.

4 RESEARCH RESULTS AND DISCUSSION

Here are reported teaching experiences with students involved with drugs in the classroom. These reports are organized in four parts, which are the guiding questions of this investigation: a) what are the outstanding characteristics of student drug users, b) how these students behave in the classroom, c) what the teacher did to deal with the situation of the student being drugged in the classroom and d) what were the results obtained with the teacher's action.

4.1 DRUG USER STUDENT CHARACTERISTICS

As shown in the data in table 1, students use illicit drugs outside the classroom, most of the time, as shown by the reports of respondents A (arrived at school already on drugs) and B (All arrived days under the influence of drugs and alcohol). As a consequence, when entering the learning environment, bodily and physical aspects denounce the use, such as the meekness found by Respondent A, the red eyes and not wanting to remove the cap, described by

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Braz. J. of Develop.,Curitiba, v. 6, n.5, p.29080-29095 may. 2020. ISSN 2525-8761 Respondent C, and the tiredness, pallor and drowsiness, detected by the Respondent D. However, Respondent A's report shows that the student smoked marijuana in the classroom.

Table 1. Characteristics of student drug users

Respondents Characteristics of student drug users

A He arrived at school already on drugs The student smoked marijuana in the room

He did not show aggression

B He arrived every day under the influence of drugs and alcohol C He arrived at school wearing a cap, to hide his red eyes

He didn't want to take off his cap, he didn't obey the request D He arrived at the classroom looking tired, pale, and sleepy

It was like he had not slept at night

Source: data collected by the authors.

These results show the physical effects that drugs cause on users and that decisively affect the learning process. It is known, for example, the importance that sleep has for effective learning and consolidation of memory in adolescents (COUTO; SARDINHA; LEMOS, 2018;). The lack of sleep causes a series of consequences, such as irritation, inattention, and hyperactivity (ANDRAUS, 2012), decisively affecting school performance (MARCHEZAN, 2014). This means that drug use affects the body and the mind. The damage done to the body affects the mind.

4.2 DRUG USER STUDENT BEHAVIOR IN THE CLASSROOM

Students who use drugs show different behaviors when in the classroom. Respondent A describes this behavior as one of tranquility: the student stayed at his desk, did not speak to anyone and did not participate in the classes, but it bothered those who sat beside him by the strange smell of burning bush. Respondent D's report is similar, with a small difference in the fact that the student participates in the class, but his performance was extremely low when compared to the others. The description presented by Respondent B is the opposite: the student presented a behavior that was too agitated to the point that it bothered others and prevented them from concentrating on the tasks, but resisted the constant requests to leave the room. While what Respondent C perceived with his experience is a mixture of these two behaviors: aggressiveness and inaction, as shown in the data in table 2.

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Table 2. Behavior of student drug users in the classroom

Respondents Behavior of student drug users in the classroom

A He was at the wallet, calm

He did not speak to anyone, he did not participate in classes He gave off a strange smell

B He was very agitated

He resisted the request to leave the room C He did not participate in classes

He showed aggressiveness He often missed classes

Afterwards, he didn't show up at school anymore D He was assiduous, but did not produce much

These results show that there is no behavioral pattern determined by drug use. There is, as far as one can apprehend, a tendency to meekness and inaction, as if the drugs take away all their physical and mental forces, incapacitating them both to carry out the tasks and removing their will, their own will. When drugs affect the physiology of the body and its components can even cause a reduction in immunity (CRUZ et al, 2013), which is part of its normal and natural functioning. This alteration, it seems, disables the adolescent to the fullness of the learning process.

4.3 TEACHER ACTION TO DEAL WITH STUDENT DRUG USERS

As the data contained in table 3 show, the teachers consulted, faced with the finding that some student is under the effect of illicit drugs, react differently. The majority tends to take the fact to the attention of the school management, as was the case with Respondents A and B, or to do nothing, as is the case with Respondent D. On the other hand, Respondent C sought to obtain more in-depth information and comprehensive about the student, even knowing about his previous imprisonment, but did nothing more than that.

Teachers seem to lead to the knowledge of the direction when they can no longer develop their activities without the discomfort caused by the behavior of the student who is under the effects of the drug. Whether through inaction or aggression, the student becomes a problem for the learning of his colleagues and for the teacher's work. And the consequence, almost always, is information to the management, as a form of requesting assistance and even for help.

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Table 3. Teacher's actions to deal with student drug users

Respondents Teacher actions to deal with student drug users

A He sought the school's direction and reported the situation He was unable to continue classes

The manager went to the room, called and talked with the student, along with the schoolteacher.

B He informed the school coordination what was happening The manager ordered the concierge not to allow the student to enter

when under the influence of drugs The student was shouting in front of the school

The student fled when they called the police The social worker started attending to the student C He sought information about the student

He learned that the student had been arrested before D No action was taken

After communicating the fact to the school management, the next action is institutional. In the case of Respondent A's experience, the manager, in turn, called the student to his classroom and talked to him with the support of the school's pedagogue. The teacher was not informed about the content of the conversation, nor about what was agreed between the institutional representatives and the student.

Respondent B's description is similar: the teacher informed the direction. Nor is the content of the dialogue known, but the decision of the board was known whenever the student was perceived by the doorman, under the effect of drugs, his entry into the school would be prevented. The consequence of this decision were numerous scandals made by the student in front of the school, which almost always ended only when the police arrived. This persisted until, long after the conversation with the management, the case was known by a social worker, who reduced the situation, which allowed the student to go back to school normally.

The case of respondent C, in which the teacher was concerned with knowing the situation in depth, is typical inaction caused by ignorance. Instead of the teacher trying to learn how to deal with the situation, he went on a different path, trying to find out about the subject, the “problematic” individual, as if knowing the consequences could deal with the causes. The student disappeared from school. Later, the teacher learned of his arrest. Respondent D did nothing.

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Braz. J. of Develop.,Curitiba, v. 6, n.5, p.29080-29095 may. 2020. ISSN 2525-8761 The results clearly show that the teachers surveyed do not know how to deal with students under the influence of drugs. This result either in the transfer of the “problem” to institutional leaders or inaction, even if disguised under the need to obtain information about the student. When the “problem” is of institutional knowledge, the decision that seems the most correct is to prevent the student from entering the school or learning environment. Specialized professionals, such as psychologists and social workers, are not called.

4.4 TEACHER ACTION RESULTS

Every action has a consequence, which includes inaction, which is a way of deciding between acting and not acting (SANTOS, 2018), even if unconsciously. In the case of Respondent A's action, which informed the board about the “problem”, the result was the complete disappearance of the student from classes and school. In Respondent B's experience, in which the social worker became aware of the case and took it for herself, the student completely changed, even definitively quitting drug use. In the description made by Respondent C, the student disappeared from school forever, knowing later that he was arrested again, as show the table 4. In Respondent D's report, the student disappeared from school and, later, it was learned that he had been arrested and released, continuing to cause inconvenience for the family, with passage through various recovery clinics, given the family's financial possession.

Table 4. Results of teacher action

Respondents Results of theacher action

A The student did not attend classes anymore B The student completely changed

He became a regular at classes He didn't use drugs anymore C The student was arrested

They had no more information about him D The family still struggles today to get rid of drugs

These results, of course, cannot affirm that the action, alone, of the teacher and the school management caused the results presented here. But there is no way to refute the case of Respondent B, in which the action of a professional able to deal with the situation makes the difference between acting in technical-scientific conformity and acting in nonconformity or, what seems to be as harmful as, not acting. Inaction, as shown in the theoretical framework of

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Braz. J. of Develop.,Curitiba, v. 6, n.5, p.29080-29095 may. 2020. ISSN 2525-8761 this study, is not in line with the expected relationship between the school and the family. And in this, the teacher has an important role to play.

Naturally, it is not a teaching responsibility to deal with the situation in order to resolve it. As it is a complex resolution challenge (BARROS; PILLON, 2006; QUEIROZ, 2007), it is necessary that the school (which naturally involves its faculty) articulate with the families the necessary procedures to deal with cases, always with the guidance and supervision of specialized professionals, such as social workers and psychologists. It is from this orientation that the procedures of each agent will emerge in relation to the complexity of the situation. As schools do not have this articulation, teachers do not know what to do, management does not know how to proceed and professionals, who should be called upon, are not communicated. The action of the social worker in Respondent B's account shows this. If the school were articulated with the family, probably the results of the other respondents could have different outcomes in positive terms.

The family can inspire the use of drugs, but it is also decisive in the release of the drug addict (MARANGONI; OLIVEIRA, 2013). So much so that it is she, the family, who is most responsible for dealing with the drug problem precisely because that is where its generating nucleus is located. Drug problem is a family problem (SCHENKER; MINAYO, 2003; SCHENKER; MINAYO, 2004; OLIVEIRA; BITTENCOURT; CARMO, 2008). As a consequence, that is where the solution begins. The appearance of a drug user in the family denotes drug addiction in the family. The family is sick. It starts there, but radiates to several places, including the school.

The school, therefore, is subsidiary, auxiliary, in dealing with the situation. It is not her responsibility for the student user, but it is for the consequences of the way she acts, reacts or fails to act in relation to student behavior within her. Therefore, it is necessary to know the extent of the role of the school and each one of its members in this assistance, so that the institutional school-family bond becomes effective and brings, as a result, effective contributions to the family in facing drug addiction.

5 CONCLUSION

This study showed that teachers at the high school studied did not know how to deal with students who enter the classroom under the influence of drugs. And this lack of knowledge contributed to disastrous results when they acted and when they did not act, in accordance with the accounts of the experience of four teachers from an Amazonian school. They did not act

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Braz. J. of Develop.,Curitiba, v. 6, n.5, p.29080-29095 may. 2020. ISSN 2525-8761 inappropriately on purpose, nor did they fail to act to cause any harmful results. He had acted in these ways simply because they considered these actions to be the most recommended for those situations they had to face.

The case of success, in which the student left the world of drugs completely, shows that the effective action of a trained professional to deal with the situation can bring positive results. In the situation described in this study, science was unexpected, that is, the social worker learned about the case by chance, had heard about it. She was not informed; her participation was not required as a normal procedure.

Therefore, it is necessary that families and schools develop a kind of protocol to know how to deal with situations. In this protocol, prepared with the help of professionals such as psychologists, psychiatrists and social workers, the procedures for each subject, each agent, are defined, which will, of course, include teachers. If this is done, the likelihood that the dependent student will have adequate support will increase.

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