Bullying e educação: uma análise da produção cientifica disponível no banco de teses e dissertações da CAPES (2014-2016)

• Autor(a) principal: Pires, Mariana Rocha
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/7176
• topic: Bullying; School violence; Teacher training; Bullying; Violência escolar; Formação de professores; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

We understand that, today, there is a school phenomenon worthy of our concern that is increasing in incidence and increasing its consequences in the lives of students, especially basic education: bullying. More than a foreigner, this is a process in which abuse of physical and / or psychological power occurs between peers, who attend the same environment (in our case, the school), establishing a strong relation of power, domination, humiliation and conformism. The feelings of these actions on the target person lead to a belief in the inability to deviate from the actions of victimization, anger, fear, low self-esteem, among others. Considering the importance of finding ways of coping with this problem within schools, this research aimed to investigate the academic production of Stricto Sensu postgraduate programs in Brazil from 2014 to 2016 available in the database of the Commission for Improvement (CAPES), aiming to identify dissertations and / or theses that addressed as a theme, intervention strategies and prevention actions about bullying in the school environment in order to find proposed instruments that could be powerful to qualify the training of professionals to address this problem in schools. For this, we use as a descriptor the term bullying. Then, for the refinement of the data we delimit year (2014, 2015 and 2016), great area of knowledge (Human Sciences) and area of knowledge (Education). From this, we find a total of 30 studies. Of these 30 studies, we considered as inclusion criteria for our study studies that had the terms: bullying or violence in the title and the presence of at least two of the terms "education", "school", "school" and "prevention" in the abstract , arriving at 7 (seven) dissertations and 6 (six) theses. As a result of the research, we affirm that all the analyzed works demonstrate concern with the confrontation of this problem inside the schools. However, one of them is more proactive in accordance with Law 13.185 / 2015 that establishes the Program to Combat Systematic Intimidation (bullying) within the scope of the Ministry of Education, in the state and municipal secretariats and in schools. Thus, taking this study as a guide, we compare the contributions of the others by listing nine sets of actions that can be implemented by school policies, within the secretariats and the MEC: information, awareness and awareness actions; identification: the diagnosis of the school reality; which affect interpersonal relationships; which affect the students' emotional development and self-esteem; which emphasize the use of dialogue; for the teaching of sociomoral values; related to behavior change through the control of contingencies; rules; which involve changes in the school's functional or physical structure; training; and denunciation.