Bullying e dislexia: um estudo a partir do preconceito nas escolas públicas
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/12749 |
Resumo: | The aim of this research was to investigate the characterization of bullying in schools in Grande Aracaju and its occurrence against students considered to be in a situation of inclusion, specifically, in those who live with dyslexia. In chapter 1, an integrative review, we sought to analyze the scientific productions on specific learning disorders (SLD), identify how this life condition is represented in the school environment and verify the association of this theme with the phenomenon of prejudice and bullying. The searches took place in the scientific databases of the Web of Science, Scopus, SciELO and LILACS, using the descriptors "specific learning disorder", "school environment", "prejudice" and "bullying", resulting in 13 articles, published between 2008-2018. The results showed that TEAp are perceived by their limitations and difficulties, as well as the relative scarcity of works that related bullying to learning disorders, which, in their majority, highlighted dyslexia. In chapter 2, a book chapter, we sought to investigate the degree of inclusion in public schools in Grande Aracaju from the management team and 9th grade students, in order to compare educational institutions and verify the manifestations school violence against students in situations of inclusion. For this purpose, two questionnaires were used with the principals to characterize the schools and identify the degree of inclusion in them and, with the students, the scales of manifestation of prejudice and self-indication of bullying were applied. The results indicated a high degree of school inclusion in five teaching centers, a difference in the manifestation of prejudice between schools with low and high degree of inclusion, dependence between lower frequency of bullying and higher level of school inclusion, as well as the presence of a greater manifestation of prejudice against people considered fragile and with special educational needs. In chapter 3, 24 teachers participated, responsible for the subjects of Portuguese Language, Physical Education and Arts. In this, the objective was to characterize bullying through the teachers' discourse, verifying the causes, who practices, who suffers and what is necessary to fight it. From the results, the presence of the naturalization of bullying in the school environment was perceived, its practice being open to any student, while the targets are usually those whose characteristics are out of line with the social standard. The strategies indicated are in line with multidisciplinary actions involving teachers, employees, family members, students and society. Finally, in chapter 4, this time with 12 teachers, the occurrence of bullying and prejudice in dyslexic students was investigated, as well as the knowledge that teachers had about dyslexia and their attitudes and strategies in this context. The results identified that dyslexic students suffer more bullying and prejudice compared to the others, as well as that there is a lack of knowledge about dyslexia on the part of these professionals and their attitudes and strategies are more intuitive than assertive. In general, from the results obtained around this research, it was possible to expand studies in the field of prejudice, bullying, dyslexia and inclusive education. It was identified that schools need greater care with the practices of violence among their students, especially against those considered to be in a situation of inclusion. As well, there was little knowledge on the part of educators about the needs of students with some special educational need. |
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Santos, Igor Henrique FariasSilva, Joilson Pereira da2020-02-13T00:34:26Z2020-02-13T00:34:26Z2019-12-19SANTOS, Igor Henrique Farias. Bullying e dislexia: um estudo a partir do preconceito nas escolas públicas. 2019. 164 f. Dissertação (Mestrado em Psicologia) - Universidade Federal de Sergipe, São Cristóvão, SE, 2019.http://ri.ufs.br/jspui/handle/riufs/12749The aim of this research was to investigate the characterization of bullying in schools in Grande Aracaju and its occurrence against students considered to be in a situation of inclusion, specifically, in those who live with dyslexia. In chapter 1, an integrative review, we sought to analyze the scientific productions on specific learning disorders (SLD), identify how this life condition is represented in the school environment and verify the association of this theme with the phenomenon of prejudice and bullying. The searches took place in the scientific databases of the Web of Science, Scopus, SciELO and LILACS, using the descriptors "specific learning disorder", "school environment", "prejudice" and "bullying", resulting in 13 articles, published between 2008-2018. The results showed that TEAp are perceived by their limitations and difficulties, as well as the relative scarcity of works that related bullying to learning disorders, which, in their majority, highlighted dyslexia. In chapter 2, a book chapter, we sought to investigate the degree of inclusion in public schools in Grande Aracaju from the management team and 9th grade students, in order to compare educational institutions and verify the manifestations school violence against students in situations of inclusion. For this purpose, two questionnaires were used with the principals to characterize the schools and identify the degree of inclusion in them and, with the students, the scales of manifestation of prejudice and self-indication of bullying were applied. The results indicated a high degree of school inclusion in five teaching centers, a difference in the manifestation of prejudice between schools with low and high degree of inclusion, dependence between lower frequency of bullying and higher level of school inclusion, as well as the presence of a greater manifestation of prejudice against people considered fragile and with special educational needs. In chapter 3, 24 teachers participated, responsible for the subjects of Portuguese Language, Physical Education and Arts. In this, the objective was to characterize bullying through the teachers' discourse, verifying the causes, who practices, who suffers and what is necessary to fight it. From the results, the presence of the naturalization of bullying in the school environment was perceived, its practice being open to any student, while the targets are usually those whose characteristics are out of line with the social standard. The strategies indicated are in line with multidisciplinary actions involving teachers, employees, family members, students and society. Finally, in chapter 4, this time with 12 teachers, the occurrence of bullying and prejudice in dyslexic students was investigated, as well as the knowledge that teachers had about dyslexia and their attitudes and strategies in this context. The results identified that dyslexic students suffer more bullying and prejudice compared to the others, as well as that there is a lack of knowledge about dyslexia on the part of these professionals and their attitudes and strategies are more intuitive than assertive. In general, from the results obtained around this research, it was possible to expand studies in the field of prejudice, bullying, dyslexia and inclusive education. It was identified that schools need greater care with the practices of violence among their students, especially against those considered to be in a situation of inclusion. As well, there was little knowledge on the part of educators about the needs of students with some special educational need.O objetivo desta pesquisa foi investigar a caracterização do bullying nas escolas da Grande Aracaju e sua ocorrência contra estudantes considerados em situação de inclusão, em específico, naqueles que convivem com o quadro de dislexia. No capítulo 1, uma revisão integrativa, buscou-se analisar as produções científicas sobre os transtornos específicos de aprendizagem (TEAp), identificar como essa condição de vida é representada no ambiente escolar e verificar a associação dessa temática com o fenômeno do preconceito e do bullying. As buscas ocorreram nas Bases de dados científicas da Web of Science, Scopus, SciELO e LILACS, utilizando os descritores “transtorno de aprendizagem específico”, “ambiente escolar”, “preconceito” e “bullying”, tendo como resultado final 13 artigos, publicados entre 2008-2018. Os resultados evidenciaram que os TEAp são percebidos pelas suas limitações e dificuldades, bem como relativa escassez de trabalhos que relacionasse o bullying aos transtornos de aprendizagem, os quais, em sua maioria destacava a dislexia. No capítulo 2, um capítulo de livro, buscou-se investigar o grau de inclusão nas escolas públicas da Grande Aracaju a partir da equipe diretiva e dos estudantes do 9º ano do Ensino Fundamental, a fim de comparar as instituições de ensino e verificar as manifestações de violência escolar contra estudantes em situação de inclusão. Para isso, foram utilizados, junto aos diretores, dois questionários para caracterização das escolas e identificação do grau de inclusão nas mesmas e, com os estudantes, aplicou-se as escalas de manifestação de preconceito e de autoindicação de bullying. Os resultados indicaram um alto grau de inclusão escolar em cinco centros de ensino, uma diferença na manifestação de preconceito entre escolas com baixo e alto grau de inclusão, dependência entre menor frequência de bullying e maior nível de inclusão escolar, assim como a presença de uma maior manifestação de preconceito contra pessoas consideradas frágeis e com necessidade educacional especial. No capítulo 3, participaram 24 docentes, responsáveis pelas disciplinas de Língua Portuguesa, Educação Física e Artes. Neste, o objetivo foi caracterizar o bullying através do discurso dos professores, verificando as causas, quem pratica, quem sofre e o que é necessário para combatê-lo. A partir dos resultados percebeu-se a presença da naturalização do bullying no ambiente escolar, sendo sua prática passível por qualquer estudante, enquanto os alvos geralmente são aqueles cujas características destoam do padrão social. As estratégias apontadas vão ao encontro de ações de caráter multidisciplinar que envolvam professores, funcionários, familiares, estudantes e a sociedade. Por fim, no capítulo 4, dessa vez com 12 professores, investigou-se a ocorrência de bullying e preconceito em alunos disléxicos, bem como o conhecimento que os docentes possuíam sobre dislexia e suas atitudes e estratégias frente a este quadro. Os resultados identificaram que alunos disléxicos sofrem mais bullying e preconceito, em comparação ao demais, bem como que há carência quanto ao conhecimento sobre dislexia por parte desses profissionais e suas atitudes e estratégias são mais intuitivas do que assertivas. De modo geral, a partir dos resultados obtidos em torno desta pesquisa, possibilitou-se ampliar os estudos no campo do preconceito, bullying, dislexia e educação inclusiva. Identificou-se que as escolas carecem de um maior cuidado com as práticas de violência entre seus estudantes, principalmente contra aqueles considerados em situação de inclusão. Assim como, constatouse pouco conhecimento por parte dos educadores sobre as necessidades dos discentes com alguma necessidade educacional especial.São Cristóvão, SEporAssédio nas escolasDislexiaPreconceitosInclusão escolarViolência escolarBullyingDyslexiaSchool inclusionPrejudiceSchool violenceCIENCIAS HUMANAS::PSICOLOGIABullying e dislexia: um estudo a partir do preconceito nas escolas públicasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em PsicologiaUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessORIGINALIGOR_HENRIQUE_FARIAS_SANTOS.pdfIGOR_HENRIQUE_FARIAS_SANTOS.pdfapplication/pdf1883309https://ri.ufs.br/jspui/bitstream/riufs/12749/2/IGOR_HENRIQUE_FARIAS_SANTOS.pdf7891dda82e07f019dc7c4a35bd038c2dMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/12749/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51TEXTIGOR_HENRIQUE_FARIAS_SANTOS.pdf.txtIGOR_HENRIQUE_FARIAS_SANTOS.pdf.txtExtracted texttext/plain277737https://ri.ufs.br/jspui/bitstream/riufs/12749/3/IGOR_HENRIQUE_FARIAS_SANTOS.pdf.txt18768c7c25df4828da9d318ed699a83fMD53THUMBNAILIGOR_HENRIQUE_FARIAS_SANTOS.pdf.jpgIGOR_HENRIQUE_FARIAS_SANTOS.pdf.jpgGenerated Thumbnailimage/jpeg1192https://ri.ufs.br/jspui/bitstream/riufs/12749/4/IGOR_HENRIQUE_FARIAS_SANTOS.pdf.jpga5b0255e9aaa37839dc426935d1bd31cMD54riufs/127492020-02-12 21:34:26.742oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2020-02-13T00:34:26Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Bullying e dislexia: um estudo a partir do preconceito nas escolas públicas |
title |
Bullying e dislexia: um estudo a partir do preconceito nas escolas públicas |
spellingShingle |
Bullying e dislexia: um estudo a partir do preconceito nas escolas públicas Santos, Igor Henrique Farias Assédio nas escolas Dislexia Preconceitos Inclusão escolar Violência escolar Bullying Dyslexia School inclusion Prejudice School violence CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Bullying e dislexia: um estudo a partir do preconceito nas escolas públicas |
title_full |
Bullying e dislexia: um estudo a partir do preconceito nas escolas públicas |
title_fullStr |
Bullying e dislexia: um estudo a partir do preconceito nas escolas públicas |
title_full_unstemmed |
Bullying e dislexia: um estudo a partir do preconceito nas escolas públicas |
title_sort |
Bullying e dislexia: um estudo a partir do preconceito nas escolas públicas |
author |
Santos, Igor Henrique Farias |
author_facet |
Santos, Igor Henrique Farias |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Igor Henrique Farias |
dc.contributor.advisor1.fl_str_mv |
Silva, Joilson Pereira da |
contributor_str_mv |
Silva, Joilson Pereira da |
dc.subject.por.fl_str_mv |
Assédio nas escolas Dislexia Preconceitos Inclusão escolar Violência escolar Bullying |
topic |
Assédio nas escolas Dislexia Preconceitos Inclusão escolar Violência escolar Bullying Dyslexia School inclusion Prejudice School violence CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Dyslexia School inclusion Prejudice School violence |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA |
description |
The aim of this research was to investigate the characterization of bullying in schools in Grande Aracaju and its occurrence against students considered to be in a situation of inclusion, specifically, in those who live with dyslexia. In chapter 1, an integrative review, we sought to analyze the scientific productions on specific learning disorders (SLD), identify how this life condition is represented in the school environment and verify the association of this theme with the phenomenon of prejudice and bullying. The searches took place in the scientific databases of the Web of Science, Scopus, SciELO and LILACS, using the descriptors "specific learning disorder", "school environment", "prejudice" and "bullying", resulting in 13 articles, published between 2008-2018. The results showed that TEAp are perceived by their limitations and difficulties, as well as the relative scarcity of works that related bullying to learning disorders, which, in their majority, highlighted dyslexia. In chapter 2, a book chapter, we sought to investigate the degree of inclusion in public schools in Grande Aracaju from the management team and 9th grade students, in order to compare educational institutions and verify the manifestations school violence against students in situations of inclusion. For this purpose, two questionnaires were used with the principals to characterize the schools and identify the degree of inclusion in them and, with the students, the scales of manifestation of prejudice and self-indication of bullying were applied. The results indicated a high degree of school inclusion in five teaching centers, a difference in the manifestation of prejudice between schools with low and high degree of inclusion, dependence between lower frequency of bullying and higher level of school inclusion, as well as the presence of a greater manifestation of prejudice against people considered fragile and with special educational needs. In chapter 3, 24 teachers participated, responsible for the subjects of Portuguese Language, Physical Education and Arts. In this, the objective was to characterize bullying through the teachers' discourse, verifying the causes, who practices, who suffers and what is necessary to fight it. From the results, the presence of the naturalization of bullying in the school environment was perceived, its practice being open to any student, while the targets are usually those whose characteristics are out of line with the social standard. The strategies indicated are in line with multidisciplinary actions involving teachers, employees, family members, students and society. Finally, in chapter 4, this time with 12 teachers, the occurrence of bullying and prejudice in dyslexic students was investigated, as well as the knowledge that teachers had about dyslexia and their attitudes and strategies in this context. The results identified that dyslexic students suffer more bullying and prejudice compared to the others, as well as that there is a lack of knowledge about dyslexia on the part of these professionals and their attitudes and strategies are more intuitive than assertive. In general, from the results obtained around this research, it was possible to expand studies in the field of prejudice, bullying, dyslexia and inclusive education. It was identified that schools need greater care with the practices of violence among their students, especially against those considered to be in a situation of inclusion. As well, there was little knowledge on the part of educators about the needs of students with some special educational need. |
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2019 |
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2019-12-19 |
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2020-02-13T00:34:26Z |
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2020-02-13T00:34:26Z |
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SANTOS, Igor Henrique Farias. Bullying e dislexia: um estudo a partir do preconceito nas escolas públicas. 2019. 164 f. Dissertação (Mestrado em Psicologia) - Universidade Federal de Sergipe, São Cristóvão, SE, 2019. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/12749 |
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SANTOS, Igor Henrique Farias. Bullying e dislexia: um estudo a partir do preconceito nas escolas públicas. 2019. 164 f. Dissertação (Mestrado em Psicologia) - Universidade Federal de Sergipe, São Cristóvão, SE, 2019. |
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