Efeito de uma intervenção social sobre bullying no discurso e na expressão de criança

• Ano de defesa: 2018
• Autor(a) principal: Sponholz, Elizangela Veis
• Orientador(a): Bagarollo, Maria Fernanda
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Desenvolvimento Comunitário (Mestrado Interdisciplinar)
• Departamento: Unicentro::Departamento de Saúde de Irati
• País: Brasil
• Palavras-chave em Português: Bullying; Teoria histórico-cultural; Intervenção Social; Expressão oral; gráfica e escrita; Social intervention; Oral; graphic and written expression
• Palavras-chave em Inglês: Bullying; Cultural-historical theory
• Área do conhecimento CNPq: CIENCIAS HUMANAS; CIENCIAS SOCIAIS APLICADAS
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/1128

The bullying, one of the many forms of violence that occur socially, has been highlighted in the school space as one of the modalities that make the most victims. There is no consensus in the literature on the definition of school bullying, but it is known that this form of violence is distinguished from the others because it occurs throught intimidation and persecution of a student by one or more classmates from the same or other classes, with the intention of provoking physical or psychological damage, exposing, humiliating or isolating the victim, repeatedly. Bullying can take many forms: physical, verbal, moral, psychological, virtual or sexual. It has arisen earlier in school, and problems only increase with the trivialization and disregard of these events by the school and the family, mainly due to the lack of information about the bullying. The objective of this research was to verify, analyze and understand the effects of a social intervention, about bullying, with elementary school children aged seven to ten years in dialogue, written production and artistic production. The research, conducted in a rural school, also provided to reflect of the reality of bullying. The research was elaborated based on previous observations regarding the dynamics of the school. The intervention lasted eight sessions of one hour and thirty minutes each, with students divided into two classes. During the sessions the researcher presented the theme generator, with materials such as books or videos for discussion and subsequent writing production and drawing related to the proposed theme. In addition to the sessions, there were previous observations and a meeting with the parents on the children, which enabled the collection of relevant information regarding the conduction and direction of the sessions. The study was conducted according to the characteristics of a qualitative research, with specific guidelines of a participant observation. For this, the theoretical assumptions of the cultural-historical perspective, by their view of the internal relation between the self (personality and consciousness) and the environment, becoming a conscious unit of life, distinguished by the movement of the psychological systems involved, were understood as the most appropriate to direct a social experiment involving children. For the analysis and interpretation of the material collected during the sessions hermeneutic-dialectic was the applied methodology, for exploring human thought in the social, cultural and historical spheres. The analysis of the data sought to verify the effects of the researcher's action and the performance of the research methodology in relation to the elaboration and re-elaboration of the concepts worked during the sessions and of the way the subjects participating express these conceptual elaborations. Oral, written and graphic (drawings) expressions were analyzed in relation to the following thematic axes: oral and written expression of the subjects in relation to aggression, cases of bullying in school, resilience, and transformation in modes of thinking through groups discussion; and in relation to the graphic production (drawings) the aesthetic characteristics of the drawings about bullying and the meaning present in the drawings were analyzed. Through the analysis and interpretation of the speeches, texts and drawings in relation to the thematic axes, it is possible to observe that during the sessions of social intervention, the subjects presented changes in their oral, written and graphic expressions (drawing). In the speech, writing and drawing of the children there was a great advance in relation to the awareness of the problems that bullying brings to the students and to the school, as well as the involvement of each one in cases of victimization, whether as victims, attackers or witnesses. Thus, even on a small scale, with a reduced number of students, social intervention in schools is a viable alternative in the fight against bullying in elementary schools.