Testemunhas de Bullying em Contexto Escolar
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Data
2014
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Edições Universitárias Lusófonas
Resumo
Potenciar intervenção educativa sustentada foi uma das motivações da pesquisa, que tomou como objeto principal o papel das testemunhas de bullying em contexto escolar. Foi objetivo principal identificar os papéis por elas adotados face ao bullying e a sua posição relativa, bem como a relação entre o papel e variáveis como clima escolar (tipo, frequência e gravidade do bullying), experiência prévia de bullying e emoções. Esperou-se que o clima escolar, se definido com elevada frequência de bullying, ao potenciar habituação, comprometesse a ajuda às vítimas (H1) e se reconhecido como danoso para estas gerasse igual resposta por parte das testemunhas (H2). Esperou-se, ainda, verificar relação positiva entre emoções como o medo e o prazer em observar e a não ajuda à vítima (H3, H4). Participaram na pesquisa 240 estudantes da 6ª à 9ª séries, de ambos os géneros, entre 11 e 16 anos, a maioria com experiência direta e diversificada de bullying. Frequentavam uma escola localizada num bairro periférico e problemático de uma cidade do nordeste brasileiro. Os principais resultados mostram (i) igual distribuição nos papéis observador e apoio à vítima e representação residual de apoio aberto ao agressor; (ii) não confirmação das H1 e H2; (iii) verificação parcial das H3 e H4: o medo apenas está ausente nos que ajudam o agressor; o prazer apenas está presente no mesmo grupo. Os resultados aconselham intervenções no continuum preventivo, multidimensionais (dimensões afetiva, moral, social e cívica), destinadas a toda a população estudantil e articuladas a ações interinstitucionais na escola toda e na e com a comunidade.
Enhance sustained educational intervention was one of the motivations of the research, which took as its main subject the role of bullying bystanders in schools. Main objective was to identify the roles adopted by them against the bullying and their relative position, and the relationship between the roles and variables such as school climate (type, frequency and severity of bullying), previous experience of bullying and emotions. It was hoped that the school climate if defined with high frequency of bullying, to enhance habituation, commit to helping the victims (H1) and if recognized as harmful to these generate the same response from the bystander (H2). It was also expected to verify positive relationship between emotions such as fear and pleasure to observe and not to help the victim (H3, H4). 240 Students participated in the survey, from 6th to 9th grade, of both genders, between 11 and 16 years, most of them with direct and diverse experience of bullying. Attending a school located in a peripheral and problematic area of a town in north-eastern Brazil. The main results show (i) equal distribution in observer roles and victim support and residual representation open support to the aggressor; (ii) failure to confirm the H1 and H2; (iii) partial examination of the H3 and H4: the fear is only absent when helping the aggressor; the pleasure is only present in the same group. The results advise interventions in the preventive continuum, multidimensional (affective, moral, social and civic dimensions), for the entire student population and articulated the interagency actions in every school and in and with the community.
Enhance sustained educational intervention was one of the motivations of the research, which took as its main subject the role of bullying bystanders in schools. Main objective was to identify the roles adopted by them against the bullying and their relative position, and the relationship between the roles and variables such as school climate (type, frequency and severity of bullying), previous experience of bullying and emotions. It was hoped that the school climate if defined with high frequency of bullying, to enhance habituation, commit to helping the victims (H1) and if recognized as harmful to these generate the same response from the bystander (H2). It was also expected to verify positive relationship between emotions such as fear and pleasure to observe and not to help the victim (H3, H4). 240 Students participated in the survey, from 6th to 9th grade, of both genders, between 11 and 16 years, most of them with direct and diverse experience of bullying. Attending a school located in a peripheral and problematic area of a town in north-eastern Brazil. The main results show (i) equal distribution in observer roles and victim support and residual representation open support to the aggressor; (ii) failure to confirm the H1 and H2; (iii) partial examination of the H3 and H4: the fear is only absent when helping the aggressor; the pleasure is only present in the same group. The results advise interventions in the preventive continuum, multidimensional (affective, moral, social and civic dimensions), for the entire student population and articulated the interagency actions in every school and in and with the community.
Descrição
Palavras-chave
TESTEMUNHAS DE BULLYING, PAPEL DAS TESTEMUNHAS, EMOÇÕES, CLIMA DE ESCOLA, BULLYING BYSTANDERS, ROLE OF BYSTANDERS, EMOTIONS, SCHOOL CLIMATE
Citação
Carita , A & Macedo , A C L 2014 , ' Testemunhas de Bullying em Contexto Escolar ' , Default journal .