O bullying no contexto escolar (2º e 3º ciclos) : um plano de intervenção e prevenção
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Data
2012
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“Violência entre pares” e “maus tratos entre iguais” são as expressões portuguesas
mais utilizadas para definir o bullying. Independentemente do termo utilizado, a verdade é
que estamos perante um fenómeno mundial crescente e alarmante entre os estudantes. A
violência gerada nas escolas acarreta consequências graves nos jovens e mina o ambiente
escolar. A complexidade do fenómeno bullying exige um esforço coletivo de prevenção e
intervenção. Identificar o que está errado; conhecer os tipos de agressividade mais comuns;
entender o tipo de relações entre pares; estreitar as relações com a família e desenvolver
projetos de intervenção e prevenção na escola são os objetivos principais deste trabalho.
Para analisarmos este fenómeno, começámos por realizar um inquérito em duas
escolas da cidade de Lisboa com o intuito de saber quem são os intervenientes; que tipos
de bullying são mais utilizados e com que frequência; se houve participação das agressões
e possíveis consequências; qual o papel de cada um face ao bullying; se existem diferenças
entre géneros e qual a imagem que os jovens têm de si próprios. A análise dos dados
permitiu-nos concluir que este fenómeno existe e de uma forma bastante expressiva. Dos
192 estudantes inquiridos, apenas 36 não assumem qualquer papel, sendo que 13% dos
jovens assumem-se como vítimas, 18,2% como agressores e 10,9% admitem ser,
simultaneamente, vítimas e agressores. Por outro lado, 39,1% assume o papel de
testemunha. Os tipos de violência mais praticados, segundo as vítimas, são mistos, isto é,
violência física, psicológica e roubo ou quebra de objetos pessoais (24%). Quanto aos
agressores, 40% assume que utiliza preferencialmente a violência psicológica em relação à
física (25,7%). O recreio surge como o local onde a maioria das agressões acontece (44%).
Quanto ao facto dos jovens fazerem, ou não, queixa, 56% dos jovens afirma que não faz e
os que apresentam queixa consideram que não há qualquer consequência (72,7%).
Assim, tornou-se evidente que deve haver uma intervenção eficaz no combate ao
bullying. Para tal, elaborámos um plano de intervenção e prevenção, utilizando os recursos
disponíveis e desenvolvendo ações em que todos os elementos da comunidade possam
intervir. A direção da escola tem um papel fulcral neste projeto pois é a ela que cabe a
gestão da escola e a possibilidade de permitir desenvolver as estratégias planeadas. Mas a
complexidade do fenómeno bullying exige um esforço coletivo de prevenção e intervenção
“Violence among peers" and "mistreatment/abuse among equals" are the most common expressions used to define bullying. Regardless of the term used, the truth is that this is an increasing and alarming global phenomenon among students. The violence that increases in schools causes serious consequences in young people and undermines the school environment. The complexity of the problem requires a collective effort to bullying’s prevention and intervention. Identifying what is wrong; knowing the most common types of aggression, understanding the peers’ relations, increasing the family relations and developing intervention and prevention projects at the school are the main objectives of this work. To analyze this phenomenon a survey was conducted in two schools in Lisbon in order to know who the players are; what types of bullying are more common and how often; if there are any complains and possible consequences; if there are any gender differences and what image young people have of themselves. The results allowed us to conclude that this phenomenon exists a in a very expressive way. Out of the 192 students surveyed, only 36 do not assume any role, while 13% of young people portray themselves as victims, 18.2% as perpetrators and 10.9% admit to be both victims and perpetrators. However, 39.1% assume themselves as witness. The more common types of violence used according to the victims, are mixed, such as, physical, psychological and theft or the damage of personal belongings (24%). Concerning the aggressors 40% assume that they have used psychological violence instead of physical violence (25.7%). The playground emerges as the place where most assaults happen (44%). Regarding the complaints, 56% of young people state that they don’t usually complain anything and within those that complain, 72.7% conclude that nothing has been done to solve and prevent the problem. There were no consequences. So, it became clear that there must be an effective effort to fight against bullying. To achieve this aim, we have developed an intervention and prevention plan, using available resources and developing actions in which all elements of the community can be involved. The school management has a key role in this project. But the complexity of the problem requires a collective effort in bullying´s prevention and intervention.
“Violence among peers" and "mistreatment/abuse among equals" are the most common expressions used to define bullying. Regardless of the term used, the truth is that this is an increasing and alarming global phenomenon among students. The violence that increases in schools causes serious consequences in young people and undermines the school environment. The complexity of the problem requires a collective effort to bullying’s prevention and intervention. Identifying what is wrong; knowing the most common types of aggression, understanding the peers’ relations, increasing the family relations and developing intervention and prevention projects at the school are the main objectives of this work. To analyze this phenomenon a survey was conducted in two schools in Lisbon in order to know who the players are; what types of bullying are more common and how often; if there are any complains and possible consequences; if there are any gender differences and what image young people have of themselves. The results allowed us to conclude that this phenomenon exists a in a very expressive way. Out of the 192 students surveyed, only 36 do not assume any role, while 13% of young people portray themselves as victims, 18.2% as perpetrators and 10.9% admit to be both victims and perpetrators. However, 39.1% assume themselves as witness. The more common types of violence used according to the victims, are mixed, such as, physical, psychological and theft or the damage of personal belongings (24%). Concerning the aggressors 40% assume that they have used psychological violence instead of physical violence (25.7%). The playground emerges as the place where most assaults happen (44%). Regarding the complaints, 56% of young people state that they don’t usually complain anything and within those that complain, 72.7% conclude that nothing has been done to solve and prevent the problem. There were no consequences. So, it became clear that there must be an effective effort to fight against bullying. To achieve this aim, we have developed an intervention and prevention plan, using available resources and developing actions in which all elements of the community can be involved. The school management has a key role in this project. But the complexity of the problem requires a collective effort in bullying´s prevention and intervention.
Descrição
Orientação: Ana Paula Silva
Palavras-chave
EDUCAÇÃO, BULLYING, GESTÃO ESCOLAR, EDUCATION, SCHOOL MANAGEMENT, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM ADMINISTRAÇÃO ESCOLAR, MEIO ESCOLAR, BULLYING, SCHOOL ENVIRONMENT