Os observadores de bullying numa Escola do Nordeste do Brasil: comportamentos, emoções e percepções de efeitos da exposição ao bullying
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2014
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Na literatura sobre bullying, é frequente o relato de investigações sobre atores diretamente envolvidos, agressores e vítimas. A investigação sobre observadores apresenta menor desenvolvimento, embora se lhes atribua papel potencialmente importante nas agressões. Foi objetivo desta investigação, compreender o seu perfil, a dinâmica comportamental – efetiva e perspectivada e emocional, além da percepção sobre efeitos da exposição ao fenômeno.
Adotou-se no estudo uma abordagem descritiva e associativa; tendo os dados sido recolhidos através de questionário e sujeitos a tratamentos da estatística descritiva. Participaram no estudo 240 estudantes, rapazes e meninas, das 6ª, 7ª, 8ª e 9ª séries do ensino fundamental de uma escola do Nordeste do Brasil, os quais, na sua maioria, além de observadores, também já experienciaram os papéis de agressor e, ou vítima em situações de bullying.
Dos resultados salienta-se que observadores, segundo o seu testemunho, adotaram nas situações reportadas principalmente comportamentos de observação passiva e ajuda à vítima. Em relação aos sentimentos e emoções sentidas pelos observadores no momento da expectação de ações violentas, predominou a raiva e o medo, sendo de sublinhar a relação significativa verificada entre esta variável e o tipo de comportamento adotado pelos observadores, conforme hipótese avançada.
Parecem ser conclusões importantes a derivar da investigação, a necessidade de aprofundamento da compreensão da relação entre a dinâmica emocional dos observadores e o seu comportamento, e do ponto de vista da intervenção, a ajuda aos observadores para que saibam reconhecer e lidar com as suas emoções.
In the literature on bullying, often a report of investigations of actors directly involved, perpetrators and victims. Research on bystanders has lower development although it confers potentially important role in aggression. Objective of this research was to understand their profile, behavioral – effective and dynamic envisaged and emotional, beyond perception about effects of exposure to the phenomenon. It was adopted in the study a descriptive and associative approach, and the data were collected through questionnaire and subjected to descriptive statistical treatments. A sample of 240 students, boys and girls, 6th , 7th , 8th and 9th -graders from a school in the Northeast of Brazil, which, mostly, as well as bystanders, have also experienced the roles of aggressor and or victims in bullying situations. From the results it is noted that the bystanders, according to his testimony, adopted in situations mainly reported behaviors of passive observation and help the victim. Regarding the feelings and emotions felt by bystanders at the time of expectation of violent actions, predominated anger and fear, and stress the significant relationship found between this variable and the type of behavior adopted by the bystanders, as advanced hypothesis. Seem to be important conclusions derived from research, is the need for deeper understanding of the relationship between the emotional dynamics of the bystanders and their behavior, and from the point of view of intervention, aid to bystanders to recognize and know deal with their emotions.
In the literature on bullying, often a report of investigations of actors directly involved, perpetrators and victims. Research on bystanders has lower development although it confers potentially important role in aggression. Objective of this research was to understand their profile, behavioral – effective and dynamic envisaged and emotional, beyond perception about effects of exposure to the phenomenon. It was adopted in the study a descriptive and associative approach, and the data were collected through questionnaire and subjected to descriptive statistical treatments. A sample of 240 students, boys and girls, 6th , 7th , 8th and 9th -graders from a school in the Northeast of Brazil, which, mostly, as well as bystanders, have also experienced the roles of aggressor and or victims in bullying situations. From the results it is noted that the bystanders, according to his testimony, adopted in situations mainly reported behaviors of passive observation and help the victim. Regarding the feelings and emotions felt by bystanders at the time of expectation of violent actions, predominated anger and fear, and stress the significant relationship found between this variable and the type of behavior adopted by the bystanders, as advanced hypothesis. Seem to be important conclusions derived from research, is the need for deeper understanding of the relationship between the emotional dynamics of the bystanders and their behavior, and from the point of view of intervention, aid to bystanders to recognize and know deal with their emotions.
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Orientação: Ana Carita
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EDUCAÇÃO, ESCOLAS, BULLYING, COMPORTAMENTO, EMOÇÕES, BRASIL, EDUCATION, SCHOOLS, BULLYING, BEHAVIOUR, EMOTIONS, BRAZIL, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO