Cultura, preconceito e indivíduo: análise crítica do bullying escolar

• Autor(a) principal: Wascheck, Murilo de Camargo
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/6188
• topic: Bullying escolar; Preconceito; Educação; School bullying; Prejudice; Education; CIENCIAS HUMANAS::EDUCACAO

This Masters dissertation is bound by the research line Culture and Educational Processes and discusses school bullying in perspective of the Frankfurt School Critic Theory (more specifically in the production of Theodor W. Adorno and Max Horkheimer). Therefore, we analyze some central definitions of school bullying and society, such as prejudice, school, culture, working world, individual, violence, narcissism, stereotyping, ideology of technological rationality, alienation, emancipation, clarification, inclusive education, contact and experience. The methodology used in this research was a bibliographic review. Between authors surveyed, beyond Adorno and Horkheimer , stand out Karl Marx , Sigmund Freud , Eric J. Hobsbawm, Jose Leon Crochík , Jurandir Freire Costa. About the results, they point out that, to establish coping in relation to school bullying, it is necessary to recognize the contradictions in cultural and institutional mediation in relation to the subject; that school bullying is just one of the manifestations of an intense and tolerated violence, rooted by the hegemonic political economy (exploitation of human labor, sovereignty of financial gain, training for the alienation); and that the socio- historical factors are insufficient for understanding of school bullying and even of culture: the subjective elements of the psyche are complementary and essentials in this process. With these results, we conclude that, among other institutions, the school is an essential space to overcome the current oppressive social model; the emancipation of individuals passes through the enlightenment; hat even the violence pervading human relationships, naturalizing it corresponds perpetuate not only a prejudice, but also the barbarity; finally, that an inclusive education, when implemented properly (without idealizations and properly contextualized), opens new paradigms able to break in all aspects with the social hegemonic model, going beyond overcoming make school bullying, but forming subjects truly emancipated.