Made available in DSpace on 2019-03-29T23:47:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-12-21 / This thesis deals with the theme of violence in the context of educational institutions, especially the violence of bullying in times of weakened social bonds before a law full of tie-ups and anomic times. Its main objective is to investigate the manifestation of bullying in schools and the relationship established with the postmodern capitalist discourse, school culture and the subjectivity of provocative subjects. The specific objectives are: to analyze in depth the phenomenon of bullying among students in schools; to investigate the relationship between the characteristics of contemporary society and the weakening in subjectivity capacity of the subjects; to identify how changes in social relationships in contemporary society intensify the passage from order to violence; to check how the structural aspects of the discourses used in schools reverberate societal violence practices in school; infer the subjective aspects of bullying among children and adolescents in school. The study is conducted in the light of psychoanalysis, the aspects linked to violence, social bond, a reference to the law and the moral conscience, with an emphasis on Freud and references to Lacan, in dialogue with Philosophy, Sociology and Pedagogy. Uses documentary analysis as research technique. The field work was conducted in public and private schools in the city of Fortaleza. Four categories were worked on constructed from the material analyzed where the following themes stood out: a) social bonds (bonds and identification with a group, narcisism, feelings, and fragile law); b) violence (trivialization, conflict groups, social, social encouragement, symbolic violence, and the right to revenge); c) fragility of the law (impunity, lawlessness, procrastination, and anomie); d) moral consciousness (absence of guilt, disregard of the law, fragility in subjectively, act without thinking, prejudice and narcissism, and anxiety). The final analysis showed that violence in schools, although denied by educational institutions, it occurs largely at encouraging competition in addition to the resonance to this dominant social discourse in school culture today, a result of the hegemonic market culture nowadays. The ratio of students to the law seems to suggest a anomie which has taken various aspects, ranging from ignorance to disregard the law, focusing on the prioritization of meeting the particular desires of the subjects. Occurs then a subversion of the loop in a context that subjective choices present themselves impoverished and the enjoyment imperatives come up. Consequently, the passage to the act is presently coming to be regarded as a form of social recognition, denying the dream and turning a school nightmare. Keywords: Violence; Bullying; Social ties; Fragility of the law; Educational institution; Psychoanalysis. / A tese trata do tema violência, no contexto das instituições escolares, em especial da violência do bullying, em tempos de laços sociais fragilizados diante de uma lei repleta de imperfeições e em tempos de anomia. Tem como objetivo geral investigar a manifestação do bullying nas escolas e a relação que estabelece com o discurso capitalista pós-moderno, a cultura escolar e a subjetividade dos sujeitos provocadores. Os objetivos específicos são: analisar com profundidade o fenômeno do bullying entre alunos nas escolas; investigar a relação entre as características da sociedade contemporânea e a fragilização na capacidade de subjetivação dos sujeitos; identificar como as mudanças nos laços sociais na sociedade contemporânea intensificam a passagem da ordem à violência; verificar como os aspectos estruturais dos discursos utilizados nas instituições escolares reverberam as práticas de violência da sociedade na escola; inferir os aspectos subjetivos à prática do bullying entre crianças e adolescentes na escola. O estudo é conduzido à luz da Psicanálise, nos aspectos ligados à violência, ao laço social, a referência à lei e a consciência moral, com ênfase em Freud e referências a Lacan, dialogando com a Filosofia, a Sociologia e a Pedagogia. Utiliza a análise documental, como técnica de investigação. O trabalho em campo foi realizado em escolas públicas e privadas na cidade de Fortaleza. Trabalhamos com quatro categorias construídas a partir do material analisado onde os seguintes temas se destacaram: a) laço social (vínculos e identificações com um grupo, narcisismo, sentimentos, e lei fragilizada); b) violência sistêmica (banalização, conflito de grupos, contexto social, incentivo social, violência simbólica, e direito à vingança); c) fragilidade da lei (impunidade, ilegalidade, procrastinação, e anomia); d) consciência moral (ausência de culpa, desconsideração da lei, fragilidade em subjetivar, agir sem pensar, preconceito e narcisismo, e angústia). As análises conclusivas apontaram que a violência nas escolas, embora negada pelas instituições escolares, ocorre, em grande parte, pelo incentivo à competição, além da ressonância ao discurso social dominante presente na cultura escolar da atualidade, consequência da cultura mercantil hegemônica na contemporaneidade. A relação dos discentes com a lei sugere uma anomia a qual tem tomado aspectos diversos, que vão do desconhecimento ao desprezo com a lei, focando a priorização de atender a desejos particulares dos sujeitos. Há incidência de uma subversão do laço, num contexto em que as escolhas subjetivas apresentem-se empobrecidas e os imperativos de gozo sobressaem-se, consequentemente a passagem ao ato se faz presente chegando a ser considerada como forma de reconhecimento social, negando o sonho e virando um pesadelo da escola. Palavras-chave: Violência; Bullying; Laços Sociais; Fragilidade da lei; Instituição escolar; Psicanálise.

Bakalauro darbe analizuojamos patyčių raiškos ir psichosocialinės moksleivių patirties sąsajos. Suformuluota hipotezė, kad patyčių patyrimą ir tyčiojimąsi paauglystėje labiausiai įtakoja šeimoje įgyta psichosocialinė patirtis. Tyrime dalyvavo 129 5-8 klasių moksleiviai. Anketinės apklausos metu tirta, kokie individualūs veiksniai nulemia patyčių raišką, kaip ši raiška yra susijusi su šeimoje, klasėje ir mokykloje įgyta psichosocialine patirtimi. Tyrimo metu nustatyta, kad dažniau iš kitų tyčiojasi vyresni paaugliai. Svarbų vaidmenį vaidina respondentų turimi lingvistiniai gebėjimai – kuo respondentai gabesni kalboms, tuo rečiau jie yra spardomi, apspjaudomi, reketuojami, ignoruojami, pravardžiuojami ir šmeižiami, prieš juos rečiau kurstomi aplinkiniai bei jie patys rečiau tyčiojasi iš kitų. Didelės įtakos turi ir televizijos žiūrėjimas: kuo dažniau paaugliai laisvu metu žiūri televizorių, tuo dažniau jie rašinėja bjaurius užrašus apie kitus vaikus, siuntinėja jiems negražius laiškus, spjaudosi, reketuoja, prasivardžiuoja, šmeižia arba melagingai kaltina kitus vaikus. Taip pat išsiaiškinta, jog daugiau patyčių patiria tie paaugliai, kurie gyvena tik su tėčiu arba konfliktiškose šeimose, tačiau jie ir patys daugiau tyčiojasi iš kitų. Šeimos materialinė gerovė susijusi su retesnėmis patyčiomis. Kuo gausesnėje šeimoje auga respondentai, tuo daugiau patyčių jie patiria. Fizines patyčias dažniau propaguoja vyriausieji vaikai šeimoje, o verbalines – vidurinieji. Vienintelis... [toliau žr. visą tekstą] / Frequent bullying is a most common form of aggressive behavior at comprehensive school and is treated as deliberate, frequent negative individual or group actions against person, usually weaker and unable to protect himself, aiming at his wounding or injury. In this paper is analyzed the interaction of bullying and individual psychosocial experience. 129 schoolchildren from 5-8 classes took part in this research. Findings: By others frequently bullies older teenagers. The more abilities for learning different languages have respondents, the less they are kicked, spited up, racketed, ignored, dubbed and slandered, and less they bully from others. The TV also has a significant impact on bullying: the more often teenagers watch TV, the more they are making ugly records of other children, sends them ugly letters, spit on, racket, dub, denigrate or falsely accuse the other children. It also made clear that the more bulling experience have those teenagers who lives with a father or in the feuding families, but they more bullies from others. Higher family incomes is associated with the less bullies. The bigger is respondent’s family, the more bullies they experience. Physical bullying more common in the oldest children in the family group, and verbal – in the middle. The only inhibitive bullying parenting style is democratic. It was found that the more friends have respondents, the less bulling they experience. The time allowed to their peers, reducing bullying, but it... [to full text]

Recent bullying research contradicts the stereotypes that only females use relational bullying and confirms that males use this type of bullying equally or more than females. No existing research could be found which examined differences in how each gender interprets relational bullying. Using a survey adapted from research on the rape myth and four video clips, researchers sought to examine gendered difference in the perception of relational bullying by males among adolescents. Two video clips depict scenes of cross-gender bullying and two clips depict scenes of male to male bullying. In total, 314 students in grades 8-12 participated in the research (164 males, 150 females). Questions from the survey were loaded onto three constructs: minimizing bullying, blaming the victim, and excusing the bully. MANOVA results indicated a significant difference between genders but not age groups (middle school and high school). Results were analyzed clip-by-clip as each clip depicted a different scenario. Results indicated that males were more likely to excuse the bully, blame the victim, and minimize the bullying when both bully and victim actors were male. Both genders minimized homophobic bullying more than other types of bullying. This research suggests that homophobic bullying should be targeted with bully prevention efforts. In particular, males discounted homophobic bullying as normal behavior. Because gender differences is students' perceptions were significantly greater than age differences, another suggestion when planning and implementing adolescents' bullying prevention programs is to carefully consider gender issues, rather than simply accommodating for students' grade level or age.

This master's project on the topic of "Effectiveness of primary prevention in the environment of a boarding school" offers a glimpse of some irregularities of primary prevention and their causality relation with their respective environments. The theoretical part of the project considers the characteristics and views on the area of pathological issues; it is also extended by the problem of bullying, the area of prevention, and especially primary prevention. The empirical part is composed out of two parts. In the first part a group of students from Sekunda performs sociometry; afterwards, the group completes a primary prevention programme for three years, and then a control sociometry is completed. The second part includes another group of students from Sekunda undergoing the same process as the first group of students; however, the primary prevention programme is based on valid information not only from the environment of school, but also from the dormitories. The summary will offer view on the problem of primary prevention on boarding school and all its possible applications.