Bullying no ambiente escolar: uma análise a partir da produção acadêmica na área de ensino no Brasil
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Date
2024-07-21
Authors
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Munhoz, Angélica Vier
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Schwertner, Suzana Feldens
Vivian, Danise
LASTA, LETÍCIA LORENZONI
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Abstract
Dada a importância de compreender a problemática do bullying no ambiente escolar, este estudo investigou em dissertações de mestrado da área de Ensino, o que vem sendo produzido acerca do bullying no ambiente escolar. Esta investigação teve como objetivo rastrear na base de dados da CAPES, no período entre 2016 e 2022, as dissertações de mestrado que abordassem o tema bullying na escola. Foram utilizados como descritores: bullying no ensino fundamental; bullying no ambiente escolar; bullying no contexto escolar; e, na última busca, apenas o descritor bullying. Foram encontradas 695 dissertações. Depois de avaliar os resumos, foram filtrados somente as relacionadas ao Ensino. Após estes recortes, foram encontradas catorze (14) dissertações na área de Ensino, das quais emergiram nove dimensões de análises: a) Modo como é caracterizado o bullying entre os autores/agressores; b) Modo como é caracterizado o bullying entre as vítimas/alvos; c) Violência de forma velada/sem motivação; d) Efeitos do bullying na relação entre pares; e) Sentimentos das vítimas que sofrem bullying; f) Sentimentos dos agressores ao praticarem bullying; g) Tipos de bullying mais prevalentes; h) Preconceito no ambiente escolar como gerador de bullying; i) Espectadores de bullying. A análise destas dimensões apontou as seguintes conclusões: o tema bullying tem sido abordado em diferentes áreas do conhecimento, o que mostra que se trata de um assunto bastante polissêmico; há muitos estudos sobre o bullying sendo realizados em todo o mundo, mas parece que ainda não são suficientes, visto que a incidência de bullying tem aumentado nas escolas; há diferentes entendimentos e perspectivas teóricas sobre o bullying, que têm tentado compreender e se aprofundar nesse fenômeno; algumas pesquisas apontam ações pontuais que vêm sendo desenvolvidas nas escolas com vistas a combatê-lo. Por fim, o estudo não teve como propósito encontrar respostas ou soluções para o bullying no ambiente escolar, mas compreender melhor esse fenômeno, bem como, servir de ponto de partida para que outros estudos possam continuar sendo desenvolvidos.
Given the importance of understanding the problem of bullying in the school environment, this study investigated in master's dissertations in the area of teaching, what has been produced about bullying in the school environment. This research aimed to track in the CAPES database, in the period between 2016 and 2022, the master's dissertations that addressed the topic of bullying at school. The following descriptors were used: bullying in elementary school; bullying in the school environment; bullying in the school context; and, in the last search, only the descriptor bullying. A total of 695 dissertations were found. After evaluating the abstracts, only those related to teaching were selected. After these filtering, fourteen (14) dissertations were found in the area of teaching, from which nine dimensions of analysis emerged: a) How bullying is characterized among authors/aggressors; b) How bullying is characterized among victims/targets; c) Covert/unmotivated violence; d) The effects of bullying on peer relationships; e) Feelings of victims who are bullied; f) Bullies feelings when bullying; g) Most prevalent types of bullying; h) Prejudice in the school environment as a generator of bullying; i) Bullying witnesses. The analysis of these dimensions pointed to the following conclusions: the topic of bullying has been addressed in different areas of knowledge, which shows that it is a very polysemic subject; There are many studies on bullying being conducted around the world, but it seems that they are still not enough, given that the incidence of bullying has been increasing in schools; There are different understandings and theoretical perspectives on bullying, which have tried to understand and deepen into this phenomenon; Some studies point to specific actions that have been developed in schools aiming to combating it. Finally, the study did not aim to find answers or solutions to bullying in the school environment, but to better understand this phenomenon, as well as to serve as a starting point for other studies to continue to be developed.
Given the importance of understanding the problem of bullying in the school environment, this study investigated in master's dissertations in the area of teaching, what has been produced about bullying in the school environment. This research aimed to track in the CAPES database, in the period between 2016 and 2022, the master's dissertations that addressed the topic of bullying at school. The following descriptors were used: bullying in elementary school; bullying in the school environment; bullying in the school context; and, in the last search, only the descriptor bullying. A total of 695 dissertations were found. After evaluating the abstracts, only those related to teaching were selected. After these filtering, fourteen (14) dissertations were found in the area of teaching, from which nine dimensions of analysis emerged: a) How bullying is characterized among authors/aggressors; b) How bullying is characterized among victims/targets; c) Covert/unmotivated violence; d) The effects of bullying on peer relationships; e) Feelings of victims who are bullied; f) Bullies feelings when bullying; g) Most prevalent types of bullying; h) Prejudice in the school environment as a generator of bullying; i) Bullying witnesses. The analysis of these dimensions pointed to the following conclusions: the topic of bullying has been addressed in different areas of knowledge, which shows that it is a very polysemic subject; There are many studies on bullying being conducted around the world, but it seems that they are still not enough, given that the incidence of bullying has been increasing in schools; There are different understandings and theoretical perspectives on bullying, which have tried to understand and deepen into this phenomenon; Some studies point to specific actions that have been developed in schools aiming to combating it. Finally, the study did not aim to find answers or solutions to bullying in the school environment, but to better understand this phenomenon, as well as to serve as a starting point for other studies to continue to be developed.
Description
Keywords
Bullying; Ambiente Escolar; Ensino; School Environment; Teaching
Citation
CARNEIRO, NÚBIA CÉLIA. BULLYING NO AMBIENTE ESCOLAR: UMA ANÁLISE A PARTIR DA PRODUÇÃO ACADÊMICA NA ÁREA DE ENSINO NO BRASIL. 2024. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 01 jul. 2024. Disponível em: http://hdl.handle.net/10737/4538.