Bullying na escola: análise da percepção docente.

• Ano de defesa: 2018
• Autor(a) principal: Ferreira, Telma Antunes Dantas
• Outros Autores: [e-mail]
• Orientador(a): Vianna, Jose Antonio
• Banca de defesa: Longo, Monique Marques , Lovisolo, Hugo Rodolfo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação de Ensino em Educação Básica - CAp UERJ
• Departamento: Centro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da Silveira
• País: Brasil
• Palavras-chave em Português: Bullying; Sociologia do desvio; Disciplinas escolares; School disciplines
• Palavras-chave em Inglês: Deviant sociology
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/19404

Bullying is shown by both the media and medical field specialists as an epidemic and it is defended by those as a public health issue. Contrastive researches have been carried out in order to understand this phenomenon as well as to develop better combat strategies. However, most of these investigations have been conducted by professionals who do not find themselves inside the school environment and who have as base for their work the binary model victim/aggressor. Because it is characterized as a social phenomenon, we have chosen as a base for this study the Interactionist Theory of Deviance. This present study, ex post facto, both descriptive and exploratory, aimed at verifying the teachers‟ perception, within their different fields of study and comparing these perceptions about bullying in the school environment. A questionnaire, specifically designed for this research, with questions either open or closed was applied to 69 teachers that teach in Junior High School and High School in a school in the countryside of Rio de Janeiro. The teachers were divided into three areas of knowledge, according to the national curriculum parameters, which are: Languages, Codes and their Technologies; Human Science and their Technologies; and, finally, Nature Science, Math and their Technologies. Data analysis was based on descriptive statistics as a means to establish the categories, which were used to triangulate and interpret these same data. Results do not present meaningful differences among teachers from different knowledge areas, although three disciplines (Portuguese, Physical Education and Sociology) were highlighted as those which more often punish both bullying and indiscipline cases in school. Results also reveal that teachers, from their standpoint in everyday school life, present their own reading as of what bullying is. They also take social aspects into account, such as lack of moral values, as triggers to this kind of conflict. Therefore, we must focus on bullying, at the same time we work in the subjects‟ socialization, who will internalize values/rules in time and, by doing that, reduce so called deviant behaviors.