Bullying : averiguando as percepções de educadores sobre o bullying
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2011
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O presente estudo busca averiguar as percepções de educadores sobre o bullying promovidos nas escolas, verificando as características de extensão das intervenções no cotidiano escolar. Nesse sentido, o nosso objeto de estudo é o bullying que vem ganhando destaque dentro do cenário acadêmico nacional, como uma dentre várias dimensões da violência dentro do ambiente escolar. Adotamos como perspectiva teórica compreender o bullying para além de determinismos biológicos que justificam a condição tanto de indivíduos perpetradores dessa violência e daqueles predispostos a sofrerem suas consequências. Tratar do bullying em contexto escolar inclui adotar estratégias preventivas da agressividade que envolvam estudantes, professores e pais. Assim, os nossos objetivos foram averiguar as percepções de educadores sobre o bullying e a opinião dos mesmos sobre a intervenção da escola face ao bullying. A pesquisa foi dividida em duas fases, sendo que na primeira procedemos à aplicação de um questionário, junto a 110 educadores de quatro escolas públicas municipais. O questionário versou sobre o entendimento que os professores têm sobre o bullying, bem como as formas de enfrentamentos por eles indicadas, Na segunda fase realizamos uma entrevista com 1 gestora, 4 vices gestores e 3 coordenadores pedagógicos que concordaram participar dessa fase da pesquisa, totalizando assim uma amostra de 119 sujeitos. O roteiro de entrevista foi o mesmo para todos os sujeitos. Os resultados encontrados nas duas fases da pesquisa indicaram que a maioria dos professores percebe a presença do bullying em suas escolas e que reprovam as condutas relacionadas a esse tipo de violência. Destarte, os professores creditam à família, amigos, gestores e demais integrantes da esfera escolar as possibilidades de poderem contar com seu apoio na resolução das situações a que são submetidos.
This study seeks to ascertain the perceptions of educators about bullying in schools promoted by checking the characteristics of extension interventio ns in school life. In this sense, the object of our study is the bullying that is gaining prominence within the national academic setting, as one of several dimensions of violence within the school environment. We adopt as a theoretical perspective to unde rstand bullying as well as biological determinism to justify the condition both of individual perpetrators of this violence and those predisposed to suffer its consequences. Dealing with bullying in schools includes taking preventive strategies of aggressi on involving students, teachers and parents. Thus, our objectives were to investigate the perceptions of educators about bullying and the same opinion about the school's intervention against the bullying. The research was divided into two phases with the f irst proceeded to the application of a questionnaire, along with 110 educators from four public schools. The questionnaire was about understanding that teachers have about bullying and the forms of hostility they displayed, the second phase conducted an in terview with a manager, four managers and three deputies educational coordinators who agreed to participate in this research phase, totaling just a sample of 119 subjects. The interview was the same for all subjects. The results in both phases of the resea rch indicated that most teachers realize the presence of bullying in their schools and who fail to conduct relating to such violence. Thus, teachers credited to family, friends, managers and other members of the school sphere the possibilities of being abl e to count on their support in addressing the situations that are submitted.
This study seeks to ascertain the perceptions of educators about bullying in schools promoted by checking the characteristics of extension interventio ns in school life. In this sense, the object of our study is the bullying that is gaining prominence within the national academic setting, as one of several dimensions of violence within the school environment. We adopt as a theoretical perspective to unde rstand bullying as well as biological determinism to justify the condition both of individual perpetrators of this violence and those predisposed to suffer its consequences. Dealing with bullying in schools includes taking preventive strategies of aggressi on involving students, teachers and parents. Thus, our objectives were to investigate the perceptions of educators about bullying and the same opinion about the school's intervention against the bullying. The research was divided into two phases with the f irst proceeded to the application of a questionnaire, along with 110 educators from four public schools. The questionnaire was about understanding that teachers have about bullying and the forms of hostility they displayed, the second phase conducted an in terview with a manager, four managers and three deputies educational coordinators who agreed to participate in this research phase, totaling just a sample of 119 subjects. The interview was the same for all subjects. The results in both phases of the resea rch indicated that most teachers realize the presence of bullying in their schools and who fail to conduct relating to such violence. Thus, teachers credited to family, friends, managers and other members of the school sphere the possibilities of being abl e to count on their support in addressing the situations that are submitted.
Descrição
Orientação: Maria das Graças Andrade Ataíde de Almeida ; co-orientação: Manuel Tavares Gomes
Palavras-chave
EDUCAÇÃO, BULLYING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCATION, BULLYING, VIOLÊNCIA ESCOLAR, SCHOOL VIOLENCE