A literature review of the issues related to “bullyng” was performed. To this end, various publications are analyzed and the most relevant aspects are summarized. This behavior is more common than what it thinks and has serious consequences for victims, affecting their daily and personal lifes, being able in some cases to present suicide. As such, families and school authorities are called upon to identify cases of violence and control this type of behavior. / Se realizó una revisión bibliográfica de los aspectos relacionados al “bullyng” o acoso escolar. Para ello, se analizó diversas publicaciones y se resumió los aspectos más relevantes. Este comportamiento es más común de lo que se piensa y tiene consecuencias muy graves para las víctimas, las afectan en su vida diaria y personal, pudiendo llegar en algunos casos al suicidio. En tal sentido, las familias y las autoridades escolares son los llamados a identificar los casos de violencia y a controlar este tipo de conducta.

Submitted by Mario BC (mario@bc.ufrpe.br) on 2018-09-19T14:20:11Z No. of bitstreams: 1 Flavia Maria dos Santos Vasconcelos.pdf: 2183637 bytes, checksum: f4a11693f66c6358f7ae506cf46521b5 (MD5) / Made available in DSpace on 2018-09-19T14:20:11Z (GMT). No. of bitstreams: 1 Flavia Maria dos Santos Vasconcelos.pdf: 2183637 bytes, checksum: f4a11693f66c6358f7ae506cf46521b5 (MD5) Previous issue date: 2018-03-26 / This research, titled "Empowered Girls: A Study on Resilience and Bullying Among Peers in School", aimed, in a general way, to understand how girls victims of bullying have been able to demonstrate, during their school trajectories, empowerment and resilience movements. In order to materialize the empirical research, we consider the transdisciplinary paradigm and in it, we base ourselves, with a view to the execution of methodological procedures based on three great stages: (a) questionnaire application; (b) conducting dialogue wheels and (c) conducting semi-structured interviews. The approach that guided us in the research was qualitative in nature and the method that gave us anchoring was named Participant Observation. Our theoretical contributions are affiliated with studies on bullying, gender, school, empowerment and resilience. We have always been clear that we have not exhausted our studies in relation to such subjects, but we also have clarity that we have brought, as our research, some contributions to the debate around the theme. Over more than six months, we maintained contact with about 91 girls, all of them enrolled in a High School, State Education Network of the state of Pernambuco, and all of them involved with the keywords that gave life to our research: bullying, resilience, empowerment, school, gender. From what we think and feel, the results point to processes of empowerment of identity traits as a way of coping with bullying and the development of resilience. We understand that the relevance of research lies in the need to observe closely a phenomenon that plagues schools from all over the world, regardless of social condition. In our understanding, it is essential to understand how this violence establishes itself and how the target people have managed to go beyond their condition so that we can give effective responses to the problem. / Esta pesquisa, intitulada “Meninas Empoderadas: um estudo sobre resiliência e bullying entre pares na escola” objetivou, de modo geral, compreender como meninas vítimas de bullying conseguiram, ao longo de suas trajetórias escolares, demonstrar movimentos de emponderamento e resiliência. Para que materializássemos a pesquisa empírica, consideramos o paradigma transdisciplinar e nele, fundamentamo-nos, com vistas à execução de procedimentos metodológicos assentados em três grandes etapas: (a) aplicação de questionário; (b) realização de rodas de diálogo e (c) realização de entrevistas semi-estruturadas. A abordagem que nos norteou na pesquisa foi de natureza qualitativa e o método que nos deu ancoragem foi nominado como Observação Participante. Nossos aportes teóricos possuem filiação com os estudos sobre bullying, gênero, escola, emponderamento e resiliência. Temos, desde todo o sempre, clareza de que não esgotamos os estudos em relação a tais temáticas, porém também temos clareza de que trouxemos, como a nossa pesquisa, algumas contribuições para o debate em torno do tema. Ao longo de mais de seis meses, mantivemos contato com cerca de 91 meninas, todas regulamente matriculadas numa escola de Ensino Médio, da Rede Estadual de Ensino do estado de Pernambuco e todas, de algum modo envolvidas com as palavras-chave que deram vida a nossa pesquisa: bullying, resiliência, empoderamento, escola, gênero. Pelo que pensamos e sentimos, os resultados apontam para processos de empoderamento de traços identitários como forma de enfrentamento ao bullying e desenvolvimento de resiliência. Compreendemos que a relevância da pesquisa encontra-se na necessidade de observar de perto um fenômeno que assola escolas de todos os lugares do mundo, independente da condição social. No nosso entendimento, é essencial entendermos como essa violência se estabelece e como as pessoas que foram alvo conseguiram ir além de sua condição, para que possamos dar respostas efetivas ao problema.

Tesis para optar al grado de MAGISTER EN ANALISIS ECONOMICO / Bullying is one of the most important social problems faced by students at the school. However, there is scant research in the economic literature about this subject, particularly for developing countries. This paper explores the e ect of being a victim of di erent types of bullying (physical, verbal, social, cyber) on standardized test scores using a unique panel dataset from Chile. Moreover, we are able to see if bullying in uences grade retention rates and college admission tests. Fixed e ect estimates indicates that being bullied decreases student's standardized test score. For instance, being cyber bullied every day decreases math and reading scores in 0.13 and 0.08 S.D respectively. The more frequent bullying is, the more detrimental e ects has on school performance. On top of this, we nd that being bullied increases grade retention probability and decreases college admission test scores. Our results suggests that bullying must be an important matter in policy makers agenda in developing countries, since development is heavily in uence by the cognitive skills acquire at school