Bullying and inclusion in elementary education I: teacher actions
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Data de Publicação: | 2019 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/31773 |
Resumo: | Bullying is a type of violence that occurs between peers, especially within school settings. Its main characteristics include repeated and intentional unpleasant actions from one student towards another, which are cause of suffering to the victim and damages to all involved. It is known that children with disabilities experience more bullying than children without disabilities. Thus, considering that contemporary school has a duty to provide a healthy learning environment to disabled students, the present study aimed to investigate the conceptions of elementary school teachers about bullying and the inclusion of students with disabilities in the regular system of education. Participants included six teachers from a municipal education network in the countryside of the state of São Paulo. Instruments used were: (a) a questionnaire about the graduation and job from the teachers and (b) semi-structured interview about bullying and school inclusion for teachers and. Data were submitted to content analysis. The action reported by the participants show that even not being always assertive; they recognize the value of their intervention. It was also observed that the specialist teacher or generalist can influence the conception of those teachers about the investigated themes and the type of disability from the student in inclusion can influence the practice of the teachers and the way the class interact with the student. |
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Bullying and inclusion in elementary education I: teacher actionsBullying e inclusión en la escuela primaria: acciones de daestrosBullying e inclusão no ensino fundamental I: ações de professoresBullyingInclusionElementary schoolTeacher training.BullyingInclusiónEscuela primariaFormación de maestros.BullyingInclusãoEnsino Fundamental IFormação de professoresBullying is a type of violence that occurs between peers, especially within school settings. Its main characteristics include repeated and intentional unpleasant actions from one student towards another, which are cause of suffering to the victim and damages to all involved. It is known that children with disabilities experience more bullying than children without disabilities. Thus, considering that contemporary school has a duty to provide a healthy learning environment to disabled students, the present study aimed to investigate the conceptions of elementary school teachers about bullying and the inclusion of students with disabilities in the regular system of education. Participants included six teachers from a municipal education network in the countryside of the state of São Paulo. Instruments used were: (a) a questionnaire about the graduation and job from the teachers and (b) semi-structured interview about bullying and school inclusion for teachers and. Data were submitted to content analysis. The action reported by the participants show that even not being always assertive; they recognize the value of their intervention. It was also observed that the specialist teacher or generalist can influence the conception of those teachers about the investigated themes and the type of disability from the student in inclusion can influence the practice of the teachers and the way the class interact with the student.El bullying es un tipo de violencia que ocurre entre pares, principalmente en la escuela. Sus características principales son acciones repetidas e intencionales de un alumno contra otro, que generan sufrimiento a la víctima y daños a todos los involucrados. Se sabe que los niños con discapacidad sufren más bullying que los niños sin discapacidad. Por lo tanto, considerando que la escuela contemporánea tiene el deber de propiciar un espacio saludable de aprendizaje para los alumnos con discapacidad, este estudio tuvo como objetivo investigar las acciones de maestros de la Escuela Primaria sobre bullying y los alumnos con discapacidad incluidos en el sistema regular de enseñanza. Participaron seis maestros de la red municipal de educación de una ciudad del interior de São Paulo (Brasil). Los instrumentos utilizados fueron: (a) un cuestionario sobre formación y trabajo de los maestros y (b) entrevista semiestructurada sobre bullying e inclusión escolar para maestros. Las acciones citadas por los participantes demuestran que, aunque no siempre asertivos, reconocen la importancia de sus intervenciones. Se observó además que ser maestro especialista o generalista puede influenciar las concepciones de esos maestros sobre las temáticas investigadas y que el tipo de discapacidad del alumno en inclusión influencia en las prácticas de esos maestros y en la forma como la clase interactúa con ese alumno.O bullying é um tipo de violência que ocorre entre pares, principalmente na escola. Suas características principais são ações repetidas e intencionais de um aluno contra outro, que causam sofrimento à vítima e danos a todos os envolvidos. Sabe-se que crianças com deficiência sofrem mais bullying do que crianças sem deficiência. Portanto, considerando-se que a escola contemporânea tem o dever de propiciar um espaço saudável de aprendizagem para os alunos com deficiência, este estudo teve como objetivo investigar as ações de professores do Ensino Fundamental I sobre bullying e os alunos com deficiência incluídos no sistema regular de ensino. Participaram seis professores da rede municipal de Educação de uma cidade do interior de São Paulo. Os instrumentos utilizados foram: (a) um questionário sociodemográfico e (b) entrevista semiestruturada sobre bullying e inclusão escolar para professores. Os dados foram submetidos à análise de conteúdo (Lavine; Dionne, 1999). Os resultados indicaram que os professores tendem a ser ativos no que tange essas ações, embora a literatura indique que nem sempre essa agressão pode ser observada pelos mesmos, visto que tende a ser velada para os professores. As ações citadas pelos participantes demonstram que, embora nem sempre assertivos, eles reconhecem a importância de suas intervenções. Observou-se ainda que ser professor especialista ou generalista pode influenciar as concepções desses professores sobre as temáticas investigadas e que o tipo de deficiência do aluno em inclusão influência nas práticas desses professores e na forma como a classe interage com esse aluno. Universidade Federal de Santa Maria2019-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/3177310.5902/1984686X31773Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e9/ 1-18Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e9/ 1-18Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e9/ 1-181984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/31773/pdfCopyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessBorges, Anna Karolina SantoroDellazzana-Zanon, Letícia Lovato2023-12-11T13:07:58Zoai:ojs.pkp.sfu.ca:article/31773Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2023-12-11T13:07:58Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Bullying and inclusion in elementary education I: teacher actions Bullying e inclusión en la escuela primaria: acciones de daestros Bullying e inclusão no ensino fundamental I: ações de professores |
title |
Bullying and inclusion in elementary education I: teacher actions |
spellingShingle |
Bullying and inclusion in elementary education I: teacher actions Borges, Anna Karolina Santoro Bullying Inclusion Elementary school Teacher training. Bullying Inclusión Escuela primaria Formación de maestros. Bullying Inclusão Ensino Fundamental I Formação de professores |
title_short |
Bullying and inclusion in elementary education I: teacher actions |
title_full |
Bullying and inclusion in elementary education I: teacher actions |
title_fullStr |
Bullying and inclusion in elementary education I: teacher actions |
title_full_unstemmed |
Bullying and inclusion in elementary education I: teacher actions |
title_sort |
Bullying and inclusion in elementary education I: teacher actions |
author |
Borges, Anna Karolina Santoro |
author_facet |
Borges, Anna Karolina Santoro Dellazzana-Zanon, Letícia Lovato |
author_role |
author |
author2 |
Dellazzana-Zanon, Letícia Lovato |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Borges, Anna Karolina Santoro Dellazzana-Zanon, Letícia Lovato |
dc.subject.por.fl_str_mv |
Bullying Inclusion Elementary school Teacher training. Bullying Inclusión Escuela primaria Formación de maestros. Bullying Inclusão Ensino Fundamental I Formação de professores |
topic |
Bullying Inclusion Elementary school Teacher training. Bullying Inclusión Escuela primaria Formación de maestros. Bullying Inclusão Ensino Fundamental I Formação de professores |
description |
Bullying is a type of violence that occurs between peers, especially within school settings. Its main characteristics include repeated and intentional unpleasant actions from one student towards another, which are cause of suffering to the victim and damages to all involved. It is known that children with disabilities experience more bullying than children without disabilities. Thus, considering that contemporary school has a duty to provide a healthy learning environment to disabled students, the present study aimed to investigate the conceptions of elementary school teachers about bullying and the inclusion of students with disabilities in the regular system of education. Participants included six teachers from a municipal education network in the countryside of the state of São Paulo. Instruments used were: (a) a questionnaire about the graduation and job from the teachers and (b) semi-structured interview about bullying and school inclusion for teachers and. Data were submitted to content analysis. The action reported by the participants show that even not being always assertive; they recognize the value of their intervention. It was also observed that the specialist teacher or generalist can influence the conception of those teachers about the investigated themes and the type of disability from the student in inclusion can influence the practice of the teachers and the way the class interact with the student. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/31773 10.5902/1984686X31773 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/31773 |
identifier_str_mv |
10.5902/1984686X31773 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/31773/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Revista Educação Especial |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e9/ 1-18 Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e9/ 1-18 Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e9/ 1-18 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
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Revista Educação Especial (UFSM) |
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Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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