Bullying e desempenho escolar de alunos do Instituto Federal do Piau?? campus Parna??ba: um estudo de caso

• Autor(a) principal: Alencar, Erotides Romero Dantas
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/handle/tede/1916
• topic: bullying; experi??ncias; subjetividade; pensamento complexo; bullying; experiences; subjectivity; complex thinking; bullying; experiencias; subjetividad; pensamiento complejo; CIENCIAS HUMANAS::EDUCACAO

Every day, students around the world suffer from a kind of violence, masquerading as a joke. Today it is known that it can cause serious complications to the psychic development of students, generating from ego fragility to, in more extreme cases, suicide and serial homicides. The intentional repetition of assigning nicknames to colleagues, taking advantage of marked physical characteristics; Mockery, mockery and / or intimidation with the intent of provoking explosive reactions, causing suffering to those who suffer from them and thus are not understood as jokes but as bullying. The present research aimed to understand, based on the theoretical framework of Edgar Morin (2000, 2002, 2004, 2005, 2014, 2015), the relationship between the bullying phenomenon and the school performance of students who have been victims at some point Of his life trajectory. Authors who work on violence have been consulted: Abramovay and Rua (2003), Elias (2011), Laterman (2000), Michaud (2001) and Sposito (2001). In order to support the discussion about bullying, we have listed authors such as Fante (2005), Lopes Neto (2005), Pereira (2009), Antunes (2010), Silva (2010), Beane (2011), Tudisco (2011), Franco (2014), Rossato and Rossato (2013), among others. We chose the case study modality, anchored in the qualitative research. The instrument selected was the open interview with the aim of guaranteeing the full expression of the subjects interviewed. Field research occurred in February 2017 at the Federal Institute of Piau?? - Campus Parna??ba with six high school students who volunteered to give their testimony. The investigation made it possible to verify the existence of bullying in the life of the students from the youngest age lasting until the adolescence moment of the life in which they are. The fact that it is in school makes the school space change its meaning for these victims, from a place of socialization to a hostile environment, where "traumatic" moments of anxiety are experienced with the possibility of a new Attack and the study is no longer a priority to avoid the situation and / or be accepted by its peers. It also made it possible to understand the feelings of anger, pain, anguish and ways of dealing with the situations of bullying experienced. We conclude that in the school context bullying is manifested by disrespect for diversity, intolerance of differences and an attempt of hegemony through power. It entails serious complications to students' psychic development, self-esteem and learning, as well as interfere with the mission and significance of the school. Thinking from the perspective of prevention and fight against bullying we understand that much more than tolerating differences, it is necessary to foster acceptance in the new, which would in fact be a paradigm shift and to rethink education in the light of complex thinking.