Bullying, the Use of Violence in School Context: Reflections about a Social Symptom
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Psicologia (Universidade Presbiteriana Mackenzie. Online) |
Texto Completo: | http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2468 |
Resumo: | The goal of this study was to understand and highlight the key elements of bullying phenomenon. By proposing the investigation in a school environment, we tried to understand the participation of two types of institutional actors (directors and professors) in cases of bullying, pointing to possibilities of prevention that the institution could undertake to deal with the phenomenon. The realization of the study involved different steps: literature review, participant observations and semi‑structured interviews with teachers, vice‑director and educational supervisor. An asymmetrical power struggle in the professor‑student relationship emerged with a scenario which promoted the development of models of bullying and violence. The considerations pointed to the importance of going deep into the discussions about the concept of bullying, questioning the victim‑ofender bias, and expanding the framework of analysis with the understanding that the links established in the school, especially those between teacher and student, are crucial to the spread of the phenomenon. |
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Bullying, the Use of Violence in School Context: Reflections about a Social SymptomIntimidación, el Ejercicio de la Violencia Escolar en Contexto: Reflexiones Sobre un Síntoma SocialBullying, o Exercício da Violência no Contexto Escolar: Reflexões sobre um Sintoma SocialbullyingviolenceschoolstudentteacherintimidaciónviolenciaescuelaestudianteprofesorbullyingviolênciaescolaalunoprofessorThe goal of this study was to understand and highlight the key elements of bullying phenomenon. By proposing the investigation in a school environment, we tried to understand the participation of two types of institutional actors (directors and professors) in cases of bullying, pointing to possibilities of prevention that the institution could undertake to deal with the phenomenon. The realization of the study involved different steps: literature review, participant observations and semi‑structured interviews with teachers, vice‑director and educational supervisor. An asymmetrical power struggle in the professor‑student relationship emerged with a scenario which promoted the development of models of bullying and violence. The considerations pointed to the importance of going deep into the discussions about the concept of bullying, questioning the victim‑ofender bias, and expanding the framework of analysis with the understanding that the links established in the school, especially those between teacher and student, are crucial to the spread of the phenomenon.El objetivo fue comprender y poner de relieve los elementos claves del fenómeno de intimidación. Al proponer la investigación en una escuela, se intentó comprender la participación de los actores institucionales (directores y profesores) en casos de intimidación y además identificar las posibilidades de prevención que la institución puede desarrollar para hacer frente a este fenómeno. La realización del estudio se llevó a cabo en diferentes etapas: revisión de la literatura, observaciones y entrevistas semi‑estructuradas con los profesores, el director adjunto y el responsable de formación. Se presentó un juego de poder asimétrico guiado principalmente en las relaciones profesor‑estudiante, con la formación de un escenario de fomentar el desarrollo de modelos relacionados con la intimidación y la violencia. Las consideraciones señalaron la importancia de profundizar la discusión sobre el concepto de intimidación, relativizando la polarización de la víctima‑delincuente y ampliando el contexto del análisis, con el entendimiento que las relaciones establecidas en las escuelas, sobre todo la de profesor‑alumno, son cruciales para la propagación del fenómeno.O objetivo deste trabalho foi compreender e destacar os principais elementos que caracterizam o fenômeno bullying. Ao propor a investigação em uma escola, intentou-se apreender a participação dos atores institucionais (direção e professores) nos casos de bullying, apontando possibilidades de prevenção que a instituição pode desenvolver para lidar com o fenômeno. A realização do estudo envolveu diferentes etapas: revisão bibliográfica, observações participantes e entrevistas semi-estruturadas com docentes, vice-diretora e supervisora pedagógica. Evidenciou-se um jogo assimétrico de poder pautado principalmente nas relações docente-discente, com a formação de um cenário incentivador ao desenvolvimento do bullying e de modelos referenciais violentos. As considerações apontaram para a importância do aprofundamento das discussões sobre o conceito de bullying, relativizando a polarização vítima-agressor e ampliando o contexto de análise, com o entendimento de que os vínculos estabelecidos na escola, em especial professor-aluno, são elementos fundamentais para a propagação do fenômeno. Editora Mackenzie2010-06-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/2468Journal Psychology: Theory and Practice ; Vol. 12 No. 1 (2010); 123-137Revista Psicologia: Teoría y Práctica; Vol. 12 Núm. 1 (2010); 123-137Revista Psicologia: Teoria e Prática; v. 12 n. 1 (2010); 123-1371980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/2468/2333Toro, Giovana Vidotto RomanNeves, Anamaria Silva Rezende, Paula Cristina Medeiros info:eu-repo/semantics/openAccess2022-03-25T14:00:22Zoai:ojs.editorarevistas.mackenzie.br:article/2468Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-01-12T16:39:40.129963Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false |
dc.title.none.fl_str_mv |
Bullying, the Use of Violence in School Context: Reflections about a Social Symptom Intimidación, el Ejercicio de la Violencia Escolar en Contexto: Reflexiones Sobre un Síntoma Social Bullying, o Exercício da Violência no Contexto Escolar: Reflexões sobre um Sintoma Social |
title |
Bullying, the Use of Violence in School Context: Reflections about a Social Symptom |
spellingShingle |
Bullying, the Use of Violence in School Context: Reflections about a Social Symptom Toro, Giovana Vidotto Roman bullying violence school student teacher intimidación violencia escuela estudiante profesor bullying violência escola aluno professor |
title_short |
Bullying, the Use of Violence in School Context: Reflections about a Social Symptom |
title_full |
Bullying, the Use of Violence in School Context: Reflections about a Social Symptom |
title_fullStr |
Bullying, the Use of Violence in School Context: Reflections about a Social Symptom |
title_full_unstemmed |
Bullying, the Use of Violence in School Context: Reflections about a Social Symptom |
title_sort |
Bullying, the Use of Violence in School Context: Reflections about a Social Symptom |
author |
Toro, Giovana Vidotto Roman |
author_facet |
Toro, Giovana Vidotto Roman Neves, Anamaria Silva Rezende, Paula Cristina Medeiros |
author_role |
author |
author2 |
Neves, Anamaria Silva Rezende, Paula Cristina Medeiros |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Toro, Giovana Vidotto Roman Neves, Anamaria Silva Rezende, Paula Cristina Medeiros |
dc.subject.por.fl_str_mv |
bullying violence school student teacher intimidación violencia escuela estudiante profesor bullying violência escola aluno professor |
topic |
bullying violence school student teacher intimidación violencia escuela estudiante profesor bullying violência escola aluno professor |
description |
The goal of this study was to understand and highlight the key elements of bullying phenomenon. By proposing the investigation in a school environment, we tried to understand the participation of two types of institutional actors (directors and professors) in cases of bullying, pointing to possibilities of prevention that the institution could undertake to deal with the phenomenon. The realization of the study involved different steps: literature review, participant observations and semi‑structured interviews with teachers, vice‑director and educational supervisor. An asymmetrical power struggle in the professor‑student relationship emerged with a scenario which promoted the development of models of bullying and violence. The considerations pointed to the importance of going deep into the discussions about the concept of bullying, questioning the victim‑ofender bias, and expanding the framework of analysis with the understanding that the links established in the school, especially those between teacher and student, are crucial to the spread of the phenomenon. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-06-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2468 |
url |
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2468 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2468/2333 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora Mackenzie |
publisher.none.fl_str_mv |
Editora Mackenzie |
dc.source.none.fl_str_mv |
Journal Psychology: Theory and Practice ; Vol. 12 No. 1 (2010); 123-137 Revista Psicologia: Teoría y Práctica; Vol. 12 Núm. 1 (2010); 123-137 Revista Psicologia: Teoria e Prática; v. 12 n. 1 (2010); 123-137 1980-6906 1516-3687 reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online) instname:Universidade Presbiteriana Mackenzie (UPM) instacron:UPM |
instname_str |
Universidade Presbiteriana Mackenzie (UPM) |
instacron_str |
UPM |
institution |
UPM |
reponame_str |
Psicologia (Universidade Presbiteriana Mackenzie. Online) |
collection |
Psicologia (Universidade Presbiteriana Mackenzie. Online) |
repository.name.fl_str_mv |
Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM) |
repository.mail.fl_str_mv |
revistapsico@mackenzie.br |
_version_ |
1797051380572094464 |