Representações sociais da violência-bullying e avaliação de qualidade de vida no contexto escolar do ensino médio

• Autor(a) principal: Lima, Ivone de Oliveira
• Data de Publicação: 2012
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/6918
• topic: Violência-bullying; Adolescência; Representações sociais; Qualidade de vida; Escola e Ensino Médio; Violence-bullying; Adolescence; Social representations; Quality of life; School; Secondary education; CIENCIAS HUMANAS::PSICOLOGIA

This research aimed at apprehending the social representations of violence-bullying and making an evaluation of the quality of life of high school students from two public schools in the city of Cuiabá in the state of Mato Grosso. Its specific objectives were: characterize the socio-demografic profile of the participants; compare the social representations of violence-bullying elaborated by the students, analyze the different semantic fields emerged by the inducing stimulus: school, violence bullying and myself; investigate how the adolescents evaluate their quality of life and compare how the two groups of students evaluate their quality of life. This study is characterized as a field research of exploratory, qualitative and quantitative, type developed by a multimethod approach. The locus of the research comprised two high schools in the city of Cuiabá - MT, one located downtown (School 1) and other situated in the outskirts neighborhood called Pedra 90 (School 2). A number of 343 students were the participants of this study, 200 of the School 1 and 143 of the School 2. The instruments used for data gathering were: socio-demographic questionnaire, the scale of quality of life (WHOQOL-bref) technique of free association of words, and semi-structured interviews. The results from the first two instruments were processed by PASW and analyzed using simple statistics. The data resulted from technique of free association of words were processed by software Trideux and analyzed by correspondence factorial analysis- CFA, and the interviews were submitted to Alceste and analyzed by descending and ascending hierarchical analysis and cross-table analysis. The results indicated that among the participants of both schools, the variable sex was predominantly female (53.6%), the variable age was between 12 and 17 years (A = 15.94, SD = 1.17) mostly attends the first year (41.1%), there was still that 87.5% of students who never repeated a year, 88.3% of students live with their parents, 43.4% of the students have household incomes of one to three minimum wages. Regarding the results of quality of life, the students demonstrate good self-evaluation. Concerning to the general domain, the students of the school 1, had the highest average. However, only in the physical and psychological domains the two groups of participants presented significant differences. Concerning the results from the free association of words technique, the semantic fields produced by students of the school 1, relation to the first stimulus, school, it was objectified in the elements: friends, tiredness, grades, uniform, books, teachers, tests and tasks, these elements were anchored in the pedagogical and affective dimensions. Regarding the second stimulus, violence-bullying the students objectified by the elements: exclusion, prejudice, violence, pain, and depression idiocy, these elements were anchored in psychosocial and psycho-affective spectrum. Concerning the stimulus three, myself, the students elaborated the adjective lazy that was anchored in negative self-perception. Students from School 2 elaborated the stimulus school as: learning, education, respect and mess. These words were anchored into psycho pedagogical sphere. The stimulus violence-bullying was objectified in the elements fight, curse and death, and they were anchored in relational, historical and factual spheres. Regarding to their objectifications were the elements: cheerful, studious, polite and friendly. Concerning the anchors of the first two stimuli they were similar to those elaborated by the students of the School 1.The third stimulus was anchored in this positive perception. The results of the interviews after processed by Alceste generated three classes titled as: "Concepts and types of violence-bullying", "Reasons, prevention practices and the profile of the bully", "Concepts and profile of the victim of violence-bullying . It is expected that the results of this study may extend the literature on violence bullying and offer reflections on this phenomenon and the quality of life, contributing for action programs in the school for minimizing the adverse effects emerged by such type of violence.