Inclusive education, bullying and prejudice in elementary school

• Autor(a) principal: Bellanda Galuch, Maria Terezinha
• Data de Publicação: 2021
• Outros Autores: Pavani, Eduardo Augusto, Oliveira Sanches, Eduardo, Czyzewski, Analice, Natacha Alvares Numazawa, Gabriela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/11618
• topic: Inclusive Education; School Violence; Society Critical Theory; Educação Inclusiva; Violência escolar; Teoria Crítica da Sociedade

Bullying and prejudice are related forms of school violence, which may aim distinct objectives. This paper verifies if, in regular schools, students who are considered in inclusive situation are more often victims than the ones who are not and if there is a relation between this students discrimination and the bullying and prejudice practice. Data were colected in 2018 by a questionary applied to 240 students from the 9th year of Elementary School in eigth schools from the northwest Paraná and by interviews with 23 teachers, who ministered Art, Physical Education, and Portuguese classes in this schools during the period. Calculus was accomplished by the Pearson coefficient (r) and the qualitative analysis by the Society Critical Theory. The students who are in a inclusive situation are not more recurrent victims of bullying than the others; it does not eliminate the resistence need to the a segregate school, public politics to inclusive education and actions for fight against prejudice and bullying in a self reflection way. Data indicates prejudice against effeminate male students for being better at schoolar subjects or in physical activities, which makes explicit a male chauvinist stereotype of female and male.