Opinions and attitudes towards homosexually oriented people and their lives have changed significantly in the last twenty years. Homosexuality is not considered as a sexual deviation any more, and more and more European cultures allow formal and legal existence of the same-sex couples. In some states of the European Union gays and lesbians can become parents legally - they are allowed full joint adoption. The objective of the theoretical part of the thesis was to approach the issue of homosexuality and homosexually oriented people within the context of selected states of the European Union. The main objective of the research part of the thesis was to find out the attitude of the wide public towards the institute of registered partnership (civil union or civil partnership) in the Czech Republic. The partial objective was to survey the public attitude towards the adoption of a child by a single homosexual and towards the adoption of a child by a homosexual couple (full joint adoption) in the Czech Republic. I also wanted to find out, whether the Czech public tolerate the adoption of a child of a homosexual partner or the artificial insemination of lesbian couples. Quantitative research, polling method and an anonymous questionnaire {--} a technique of the research - were used in the practical part.

Em um contexto caracterizado pela exacerbação da masculinidade, no qual a homofobia e a misoginia são reiteradas e, muitas vezes, naturalizadas, com o propósito também de demarcar seres abjetos por não se adequarem a essa norma, o presente trabalho estuda a trajetória de grupos e de movimentos de torcedores cujos discursos e performance vão na contramão da ideia de que o futebol brasileiro é um jogo pra machos, reduto de homens cisgêneros e heterossexuais. Tal exercício tem como propósito analisar as ações de grupos, que por meio de sua ação política em diferentes períodos históricos, reivindicaram o direito de torcer pelas pessoas LGBT e mulheres, desestabilizando, assim, a norma regulatória baseada em um modelo de masculinidade hegemônica. Para isso, serão estudadas as torcidas gays do final da década de 1970, como a Coligay (torcida do Grêmio Foot Ball Porto Alegrense) e a Fla-Gay (torcida do Clube de Regatas Flamengo), que surgem em meio ao regime militar brasileiro, e os movimentos de torcedorxs contemporâneos contrários à homofobia e à misoginia no futebol brasileiro, que constroem a sua visibilidade principalmente por meio do site de rede social Facebook: Galo Queer (formada por torcedorxs do Clube Atlético Mineiro), Bambi Tricolor (que reúne torcedorxs do São Paulo Futebol Clube), Palmeiras Livre (coletivo de torcedorxs da Sociedade Esportiva Palmeiras) e Movimento Toda Poderosa Corinthiana (coletivo de torcedoras do Sport Club Corinthians Paulista) / In a context characterized by the exacerbation of masculinity, in which homophobia and misogyny are reiterated and often naturalized, with the purpose of also demarcating abject beings for not conforming to this norm, the present work studies the trajectory of groups and of movements of fans whose discourse and performance go against the idea that Brazilian football is a game \"for machos,\" a stronghold of cisgender, heterosexual men. The purpose of this paper is to analyze the actions of groups that, through their political action in different historical periods, have claimed the right to support for LGBT people and women, thus destabilizing the regulatory norm based on a model of hegemonic masculinity. To this end, I will study the gay fans of the late 1970s, such as Coligay (supporters of Grêmio Foot Ball Porto Alegrense) and Fla-Gay (supporters of the Clube de Regatas do Flamengo), as well as the movements of contemporary fans against homophobia and misogyny in Brazilian football, who construct their visibility mainly through the social network site Facebook: Galo Queer (formed by fans of Clube Atlético Mineiro), Bambi Tricolor (that unites supporters of the São Paulo Futebol Clube), Palmeiras Livre (a collective of fans from the Sociedade Esportiva Palmeiras) and Movimento Toda Poderosa Corinthiana (a collective of female supporters from Sport Club Corinthians Paulista)

Submitted by Vinicius Pereira (viniciusgomespe@gmail.com) on 2018-06-26T20:56:26Z No. of bitstreams: 1 DissertacaoFinal.pdf: 2029614 bytes, checksum: 3eda3dc97f25c0eecd86608653150d82 (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2018-07-11T12:40:51Z (GMT) No. of bitstreams: 1 DissertacaoFinal.pdf: 2029614 bytes, checksum: 3eda3dc97f25c0eecd86608653150d82 (MD5) / Made available in DSpace on 2018-07-16T17:48:51Z (GMT). No. of bitstreams: 1 DissertacaoFinal.pdf: 2029614 bytes, checksum: 3eda3dc97f25c0eecd86608653150d82 (MD5) Previous issue date: 2018-04-16 / Este trabalho estuda a identificação de tweets homofóbicos, utilizando uma abordagem de processamento de linguagem natural e aprendizado de máquina. O objetivo é construir um modelo preditivo que possa detectar, com razoável precisão, se um Tweet contém conteúdo ofensivo a indivı́duos LGBT ou não. O banco de dados utilizado para treinar os modelos preditivos foi construı́do agregando tweets de usuários que interagiram com polı́ticos e/ou partidos polı́ticos no Brasil. Tweets contendo termos relacionados a LGBTs ou que têm referências a indivı́duos LGBT foram coletados e classificados manualmente. Uma grande parte deste trabalho está na construção de features que capturam com precisão não apenas o texto do tweet, mas também caracterı́sticas especı́ficas dos usuários e de expressões coloquiais do português. Em particular, os usos de palavrões e vocabulários especı́ficos são um forte indicador de tweets ofensivos. Naturalmente, n-gramas e esquemas de frequência de termos também foram considerados como caracterı́sticas do modelo. Um total de 12 conjuntos de recursos foram construı́dos. Uma ampla gama de técnicas de aprendizado de máquina foi empregada na tarefa de classificação: Naive Bayes, regressões logı́sticas regularizadas, redes neurais feedforward, XGBoost (extreme gradient boosting), random forest e support vector machines. Depois de estimar e ajustar cada modelo, eles foram combinados usando voting e stacking. Voting utilizando 10 modelos obteve o melhor resultado, com 89,42% de acurácia. / This work studies the identification of homophobic tweets from a natural language processing and machine learning approach. The goal is to construct a predictive model that can detect, with reasonable accuracy, whether a Tweet contains offensive content to LGBT or not. The database used to train the predictive models was constructed aggregating tweets from users that have interacted with politicians and/or political parties in Brazil. Tweets containing LGBT-related terms or that have references to open LGBT individuals were collected and manually classified. A large part of this work is in constructing features that accurately capture not only the text of the tweet but also specific characteristics of the users and language choices. In particular, the uses of swear words and strong vocabulary is a quite strong predictor of offensive tweets. Naturally, n-grams and term weighting schemes were also considered as features of the model. A total of 12 sets of features were constructed. A broad range of machine learning techniques were employed in the classification task: naive Bayes, regularized logistic regressions, feedforward neural networks, extreme gradient boosting (XGBoost), random forest and support vector machines. After estimating and tuning each model, they were combined using voting and stacking. Voting using 10 models obtained the best result, with 89.42% accuracy.

The problem of violence against lesbians, gays, bisexuals, transvestites, transsexuals and transgenders (LGBT) has been increasingly taken as the object of denunciations, as well as legal and political disputes in Brazil. The controversies lie, on the one hand, in the defense of the typification and criminalization of violence as a way of strengthening democracy and respecting sexual differences and human dignity. On the other hand, in the thesis that the constitution of a specific law which aims to penalize, in the criminal sphere, prejudices, crimes and violence against LGBT violates the constitutional principles that guarantee the free manifestation of thought concerning religious belief, philosophical conviction or those who disagree with these sexualities. All this problematization and social visibility of violence against LGBT people have intensified since 2006, as a result of the Bill 122/2006 (PLC 122/06), also called the anti-homophobia law, which aimed to criminalize any kind of prejudice related to gender, sexual orientation and gender identity. In order to understand the social conditions which promote an anti-homophobia fight in the Brazilian scenario, this thesis aims to analyze the processes of emergency, definition and construction of the social problem of violence against LGBT as a public and political problem in the country. For that, we developed a qualitative research, with an exploratory and descriptive approach, based on a bibliographical and documentary analysis, focusing on the Sociology of Public Problems, as well as other theoretical and methodological contributions. Even knowing that PLC 122/06 has promoted broad visibility to the problem of homophobia, research has shown that the current centralization on the agenda around criminalization neglects a set of problematic situations that have led, in different social, political and cultural contexts, to collective experiences which built multiple definitions of homophobia in Brazil and contributed to the construction of this cause as a public and political problem. / O problema da violência contra lésbicas, gays, bissexuais, travestis, transexuais e transgêneros (LGBT) tem sido cada vez mais tomado como objeto de denúncias, contestações jurídicas e disputas políticas no Brasil. As controvérsias situam-se, por um lado, na defesa da tipificação e criminalização das violências como uma forma de fortalecimento da democracia, respeito às diferenças sexuais e à dignidade humana. Por outro, na tese de que a constituição de uma lei específica a qual objetiva punir, no âmbito penal, os preconceitos, crimes e violências contra LGBT viola os princípios constitucionais que garantem a livre manifestação do pensamento por motivo de crença religiosa, convicção filosófica ou política daqueles que não concordam com essas sexualidades. Toda essa problematização e visibilidade social da violência contra LGBT intensificaram-se a partir do ano de 2006, em decorrência do Projeto de Lei da Câmara 122/2006 (PLC 122/06), também denominado de lei anti-homofobia, que objetivava criminalizar os preconceitos de gênero, sexo, orientação sexual e identidade de gênero. Visando compreender quais as condições sociais de possibilidade da luta anti-homofobia no cenário brasileiro, esta tese tem como objetivo analisar os processos de emergência, definição e construção do problema social da violência contra LGBT como um problema público e político no país. Para tanto, desenvolvemos uma pesquisa de cunho qualitativo, com enfoque exploratório e descritivo, a partir de uma análise bibliográfica e documental, fundamentada na Sociologia dos Problemas Públicos, além de outros aportes teórico-metodológicos. Embora o PLC 122/06 tenha proporcionado ampla visibilidade ao problema da homofobia, a pesquisa demonstrou que a centralização atual na pauta em torno da criminalização negligencia um conjunto de situações problemáticas que levaram, em diferentes contextos sociais, políticos e culturais, à formação de experiências coletivas as quais construíram múltiplas definições da homofobia no Brasil e contribuíram para a construção desta causa como um problema público e político. / São Cristóvão, SE

Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-04-11T15:28:53Z No. of bitstreams: 2 Dissertação_Norcirio S. Queiroz.pdf: 3505480 bytes, checksum: 8ce1b5cb7a38f8f7ed757234ac4fe91d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-04-11T15:29:06Z (GMT) No. of bitstreams: 2 Dissertação_Norcirio S. Queiroz.pdf: 3505480 bytes, checksum: 8ce1b5cb7a38f8f7ed757234ac4fe91d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-04-11T15:29:06Z (GMT). No. of bitstreams: 2 Dissertação_Norcirio S. Queiroz.pdf: 3505480 bytes, checksum: 8ce1b5cb7a38f8f7ed757234ac4fe91d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-15 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / The homophobia suffered in the school does not end in the act itself, being able to bring psychosocial implications that can last until the adult life. In this way, we try to answer the following question: How do the experiences of these young people take place? To answer this question, we elaborate the general objective: To understand the experiences of adult cisgender homosexual men about the homophobia suffered in school and its subjective implications. The specifics are: To analyze the reports about the homophobia suffered in the school; to describe the meanings attributed to the subjective implications of homophobia in school; to characterize the organization and functioning of the Significant Social Networks used to deal with situations of homophobic violence of the time and today. We use as theoretical framework the Theory of Ideological Apparatus of the State because we understand the school as a reproductive apparatus of ideologies of the dominant classes; the Queer Theory focused on the field of education; and Social Networks Theory that will help us understand the constitution and functioning of Significant Social Networks, as well as giving us an instrument for data collection. This is a descriptive qualitative research, in which we interviewed 10 homosexual men aged between 18 and 30 who suffered homophobia at schools of Manaus. For the data collection, we performed a semi-structured interview, in addition to completing the Minimum Relationship Map (MMR) instrument. For the analysis of the interviews we use the Thematic Content Analysis, and for the analysis of Significant Social Networks, we use Social Networks Theory. As results of the Content Analysis, we find two final categories: Experiences of homophobia and Psychosocial Implications to the time and current. In the first one, the reports brought the suffering of the interviewees by the noncompliance of the normative allied to the fact that they are in a normative environment, that allows that the homophobia is perpetuated; Already in the second category, some implications are brought as a way of preventing the subject from possible attacks, some to neutralize or counterattack; others also served to help the subject to feel more empathy for the neighbor. The analysis of the Significant Social Networks of the subjects presented from the subjects that found in the school the perpetuation of the helplessness found in the house until those who grew up in an environment of respect to the differences and had psychotherapeutic support. Some interviewees had no one to turn to during the school period, except their peers of the same age. In this perspective, it is important that the school invest in projects that lead adolescents to act in education and prevention of discrimination among their peers. / A homofobia sofrida na escola não se encerra no ato em si, podendo trazer implicações psicossociais que podem perdurar até a vida adulta. Dessa forma, procuramos responder a seguinte pergunta: Como se dão as vivências desses jovens? Para isso, elaboramos o objetivo geral: Compreender as vivências de homens homossexuais cisgênero adultos acerca da homofobia sofrida na escola e suas implicações subjetivas. Os específicos são: Analisar os relatos acerca da homofobia sofrida na escola; descrever as significações atribuídas às implicações subjetivas decorrentes da homofobia na escola; caracterizar a organização e funcionamento das Redes Sociais Significativas do sujeito utilizadas para lidar com as situações de violência homofóbica da época e atualmente. Utilizamos como marco teórico a Teoria dos Aparelhos Ideológicos do Estado por entendermos a escola como aparelho reprodutor de ideologias das classes dominantes; a Teoria Queer voltada para o campo da educação; e a Teoria das Redes Sociais que nos auxiliará no entendimento da constituição e funcionamento das Redes Sociais Significativas, além de nos conferir também instrumento para a coleta de dados. Trata-se de pesquisa qualitativa descritiva, na qual entrevistamos 10 homens homossexuais com idade entre 18 e 30 anos que sofreram homofobia em escola manaura. Para a coleta dos dados realizamos entrevista semi-estruturada, além de preenchimento do instrumento Mapa Mínimo de Relações (MMR). Para análise das entrevistas utilizamos a Análise de Conteúdo temática, e para a análise das Redes Sociais Significativas, utilizamos a Teoria das Redes Sociais. Como resultados da Análise de Conteúdo, encontramos duas categorias finais: Vivências das homofobias e Implicações Psicossociais à época e atuais. Na primeira, os relatos trouxeram o sofrimento dos entrevistados pelo descumprimento da normatividade aliado ao fato de se encontrarem em um ambiente normativo, que possibilita que a homofobia se perpetue; Já na segunda categoria, são trazidas algumas implicações como forma de prevenção do sujeito diante de possíveis ataques, algumas para neutralizar ou contra-atacar; outras serviram, ainda, para ajudar o sujeito a sentir mais empatia para com o próximo. A análise das Redes Sociais Significativas dos sujeitos apresentou desde sujeitos que encontraram na escola a perpetuação do desamparo encontrado dentro de casa até aqueles que cresceram em um ambiente de respeito às diferenças e tiveram apoio psicoterápico. Alguns entrevistados não tinham a quem recorrer no período escolar, senão aos seus colegas da mesma idade. Nessa perspectiva, se faz importante que a escola invista em projetos que protagonizem os adolescentes para atuarem na educação e prevenção da discriminação entre seus pares.

The aim of this paper is to investigate whether religion has a positive or negative impact on tolerance towards people with different ethnic backgrounds and people with different sexual orientation, or if this is a product of other phenomena in society like general trust, left-right placement, gender and so on. The main intention is to explore if, and in that case to what extent, religious people in Europe tend to be more or less xenophobic or homophobic than their unreligious, or secularized, counterparts. To live up to this aim, the study is based on regression analyses which utilize data from the European Social Survey. The findings show that religious people generally tend to be more intolerant towards immigrants and homosexuals than nonreligious people, but that this effect also differs between countries. For example, whereas the negative effect can be found in most European contries, the correlation is reversed in countries like Sweden and Czech Republic, meaning that a higher level of religiosity makes people more tolerant towards these particular contexts.

Abstract The aim of the research was to explore the possibilities and limitations to foster teacher empowerment and promote Gay, Lesbian, Bisexual, Transgender and Queer (GLBTQ) educational equity in schools. The context of the research was the GLBTQ Educational Equity (GLEE) Project funded by European Union (EU) during 1999–2002. Using an action research approach a Leadership Training Course (LTC) for teachers was developed with an international training team. The aim of the course was to empower teachers to develop action plans for their schools to promote GLBTQ equity. After the course teachers were supported in their actions by an internet-based support network called GLEENET. There was a LTC in 2000 and 2002 in Oulu, Finland. The starting point for developing an empowering pedagogy for the LTC was critical pedagogical theories. The results from the LTC along with the post-course actions were used to further develop the pedagogical theory, followed by another course and further theoretical development. The focus of the dissertation is on: (1) evaluating the empowerment of course participants, (2) developing principles of web-assisted transformative pedagogy, and (3) evaluating the methodological approach as a counter-heteronormative praxis. In addition, new tools for conceptualising empowerment are developed. There was evidence that the participants were empowered by the LTC, and that GLEENET after the course further empowered them. Following the LTC all the teachers engaged in some form of activism such as workshops for colleagues, curriculum development and student activities. Also, some of the participants carried out transnational projects funded by the EU. The first was the Inequality in School Project 2001–2002 and the second was the Towards an Inclusive School Project 2003–2006. Despite the empowerment of teachers and their actions to transform their schools, the research concluded that there were limitations. In particular, resistance and barriers were faced including opposition from headteachers and colleagues, as well as having a lack of time. There is a need for wider EU anti-discrimination legislation, action on the part of educational authorities, and pre and in-service teacher training to break down cultural and structural barriers to promoting GLBTQ educational equity. / Tiivistelmä Tämän tutkimuksen päämäärä oli selvittää mitä mahdollisuuksia ja rajoitteita liittyy homojen, lesbojen, biseksuaalien sekä transgender- ja queer-henkilöiden (GLBTQ) yhdenvertaisuuden edistämiseen koulumaailmassa opettajien voimaannuttamisen kautta. Tutkimuksen konteksti oli Euroopan unionin (EU) rahoittama GLBTQ Educational Equity (GLEE) -projekti vuosina 1999–2002. Toimintatutkimuksellista lähestymistapaa käyttämällä kansainvälinen kouluttajatiimi kehitti opettajille suunnatun johtajuuskurssin (LTC), jonka päämäärä oli voimauttaa opettajat kehittämään kouluilleen toimintasuunnitelmat GLBTQ-yhdenvertaisuuden edistämiseksi. Kurssin jälkeen opettajat saivat tukea toimilleen GLEENET-internetyhteisön kautta. Kaksi LTC-kurssia järjestettiin Oulussa vuosina 2000 ja 2002. Kriittisen pedagogiikan teoriat olivat lähtökohtana LTC-kurssin voimauttavalle pedagogiikalle. Ensimmäisen LTC-kurssin tuloksia sekä osallistujien kurssin jälkeisiä toimia käytettiin pedagogisen teorian jatkokehittämiseen, minkä jälkeen seurasi toinen LTC-kurssi sekä teorian edelleen kehittämistä. Tämä väitöskirja keskittyy: (1) arvioimaan kurssin osallistujien voimaantumista, (2) kehittämään web-avusteisen transformatiivisen pedagogian perusperiaatteita, sekä (3) arvioimaan metodologisen lähestymistavan soveltuvuutta heteronormatiivisuuden vastaiseksi praksikseksi. Lisäksi kehitetään uusia työkaluja voimaantumisen käsitteellistämiseen. Havainnot ja tutkimusaineisto tukevat sitä, että osaanottajat voimaantuivat LTC-kurssilla, ja että kurssin jälkeen GLEENET voimaannutti heitä lisää. Kurssin jälkeen kaikki osallistuneet opettajat aktivoituivat esim. pitämään työpajoja kollegoilleen, kehittämään koulunsa lukujärjestystä tai järjestämään opiskelija-aktiviteetteja. Lisäksi jotkut osallistujat perustivat EU:n rahoittamia kansainvälisiä projekteja, joista ensimmäinen oli Inequality in School vuosina 2001–2002, ja toinen Towards an Inclusive School vuosina 2003–2006. Vaikka opettajat voimaantuivat ja pyrkivät toimillaan muuttamaan koulujaan, tutkimustulokset kertovat myös rajoitteiden olemassaolosta. Erityisesti ongelmia aiheutti rehtorin tai kollegoiden vastustus sekä ajan puute. Tarvitaan EU:n syrjinnän vastaisten lakien laajentamista, koulutuksesta vastaavien viranomaisten toimia sekä opettajien koulutusta ja jatkokoulutusta, jotta kulttuuriset ja rakenteelliset esteet GLBTQ-yhdenvertaisuuden edistämisen tieltä saadaan raivatuksi.

The 1996 Constitution of South Africa is ranked as one of the most liberal and democratic constitutions in the world. The right to freedom of sexual orientation, equality and the freedom of association amongst other rights is in its Bill of Rights and are thus inherently assured and protected in post- apartheid, democratic South Africa. However, the Lesbian Gay Bisexual and Transgender (LGBT) community continue to face discrimination and prejudice despite this newly established constitutional order. The present study is interested in how, in the light of the equality clause in the South African constitution, homosexuality is represented and constructed in the South African media. The thesis examines representations of homosexuality between the years 1999-2013 in articles collected from the Independent Online media site which incorporates 30 newspapers. The approach focuses on the topics, overall news report schemata, local meanings, style and rhetoric of the news reports. The results of the study show that negative attitudes towards homosexuality are framed in three main ways: homosexuality is represented as "unAfrican"; "ungodly" and "unnatural". I argue that rather than extreme forms of violence (such as "corrective rape" and murder) directed against LGBT citizens being interpreted as the aberrant behaviour of a few, these need to be understood in the context of the circulation of the above justificatory narratives.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Among the various ways to understand the school violence, currently has been highlighting a specific form called bullying. Conceptually, the bullying is defined as a repetitive violence, physical or psychological, may be direct or indirect, that is established in an unequal relationship of power between pairs, producing negative consequences to the target. In the present study is an approximation of this phenomenon with homophobia and bullying one of the forms of manifestation of that prejudice within schools. Given this, the present study had as general objective to analyze the bullying on young people from public schools of Aracaju, as well as the relationship of their demonstration with homophobia. Attended 808 young with an average age of 14.9 years (SD = 1.98), from 9 State schools of the city of Aracaju-SE. the procedure of data collection occurred in schools, in a collective way and during a period of class assigned by the teacher. The collection was divided into two steps: (1) delivery of Term of free and Clarified Consent (TFCC) to students and explanation of the research; (2) the next day, returned to collect the TFCC signed by responsible and application of the questionnaire. Among the participants, the majority were female (57%), Browns (52%) and claimed to belong to any religion (93%). The instruments used were a questionnaire of bullying, homophobia and the general health questionnaire (GHQ). For data analysis was descriptive and inferential statistics. The results indicated that, among the participants, 32% self-identified as targets of bullying, 12% authors, 22% and 34% authors targets only witnesses. Homophobia has been described between the targets as responsible for 9% of the cases of bullying only among boys this percentage represented 22% of the cases; and 2% among girls. It was observed that the Group of authors of bullying, homophobia, scores are more differentiating statistically (p < 0.05) of the target groups. In addition, it is noticed that bullying interferes with the psychological well-being of the subjects, being the target groups-authors and targets participants with lower well-being, differentiating statistically. / Entre as diversas formas de se compreender a violência escolar, atualmente vem se destacando uma forma específica denominada bullying. Conceitualmente, o bullying é definido como uma violência repetitiva, podendo ser física ou psicológica, direta ou indireta, que é estabelecida em uma relação desigual de poder entre pares, produzindo conseqüências negativas para o alvo. No presente estudo é feita uma aproximação desse fenômeno com a homofobia, sendo o bullying uma das formas de manifestação desse preconceito no âmbito escolar. Diante disso, o presente estudo teve como objetivo geral analisar o bullying em jovens das escolas públicas de Aracaju, bem como, a relação de sua manifestação com a homofobia. Participaram 808 jovens com idade média de 14,9 anos (DP = 1,98), oriundos de 9 escolas da rede estadual da cidade de Aracaju-SE. O procedimento de coleta de dados ocorreu nas escolas, de forma coletiva e durante um período da aula cedido pelo professor. A coleta foi dividida em duas etapas: (1) entrega dos Termos de Consentimentos Livre e Esclarecidos (TCLE) aos alunos e explanação sobre a pesquisa; (2) no dia seguinte, retornava-se para recolher os TCLEs assinados pelos responsáveis e aplicação do questionário. Dentre os participantes, a maioria foi do sexo feminino (57%), pardos (52%) e afirmou pertencer a alguma religião (93%). Os instrumentos utilizados foram um questionário de bullying, escala de homofobia e o questionário de saúde geral (QSG). Para análise dos dados utilizou-se a estatística descritiva e inferencial. Os resultados indicaram que, entre os participantes, 32% se definiram como alvos de bullying, 12% autores, 22% alvos/autores e 34% somente testemunhas. A homofobia foi descrita entre os alvos como responsável por 9% dos casos de bullying somente entre os meninos essa porcentagem representou 22% dos casos; e entre as meninas 2%. Observou-se que o grupo de autores de bullying, apresentam maiores escores de homofobia, se diferenciando estatisticamente (p < 0,05) dos grupos de alvos. Além disso, percebe-se que o bullying interfere no bem-estar psicológico dos sujeitos, sendo os grupos de alvo-autores e alvos os participantes com menor bem-estar, diferenciando estatisticamente dos demais.

Sexual stereotyping -- United States and Spain -- Attitudes toward homosexuality and gender.