Experiences of bullying in education and school paths

• Autor(a) principal: Rebolo, Amália
• Data de Publicação: 2019
• Outros Autores: Pereira, Beatriz
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://hdl.handle.net/1822/61893
• topic: School bullying; Adult memories; School routes; Ciências Sociais::Ciências da Educação; Science & Technology

According to Saraiva (2014) and Nery (2016) the memories of bullying experiences perpetuate themselves throughout life and produce long-term effects. In the scope of longitudinal research on school bullying, 17 young adults (8 males and 9 females) were interviewed in order to identify their memories of bullying experiences during compulsory schooling. The participants had been observed and interviewed during the first cycle of schooling considering the categories in which they were nominated by peers through questionnaires of peer nomination: aggressors, victims, aggressive victims, conflict managers, victim support. Each participant was interviewed individually, and interviews were recorded in digital audio format and transcribed retrospectively. We verified that regardless of their status all refer to have lived or observed situations of bullying and it is noteworthy that the strongest memories are related to the frequency of secondary education. We found that some experiences were well marked in the memory considering the details that were mentioned to us. We found that the school paths are different between groups considering the appointment as involved or not in conflicts. We can highlight the school course marked by the retention and abandonment of those who were named as aggressors while the students considered as conflict managers or supporters of the victims by their colleagues were successful at school during compulsory schooling and at the moment the interviews were held were attend degrees and master's degrees in their areas of preference.