Made available in DSpace on 2016-04-27T16:33:23Z (GMT). No. of bitstreams: 1 Rosana Nogueira.pdf: 1220513 bytes, checksum: dfc64676c5696d8e9c2cf25a8cdff882 (MD5) Previous issue date: 2007-07-30 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The objective of this study was to analyze and to reflect on the issue of violence in schools and youth , leading mainly to bullying in school, according to middle class adolescents and parts of the elites in two schools, a public one and a private one, in the city of São Paulo. Based on the social sciences of the ideas of Norbert Elias (1996) taken as reference regarding the civilized process, considering minor violence and aggressions that are always happening, the violation of the codes of good manners or the established order, the incivility, so that it is possible to differ what a criminal or delinquent behaviors are, in Tarde (1986) the concept of purely spiritual collective and acquiescent and passive collective among others. The principal aim of this project is to reflect how the young see violence among colleagues and the bullying that happens in the school. Our source of data confines in the interviews given by four 8th graded pupils, two boys and two girls of each school, teachers, some members of the pedagogical team, other school members, some observations and documents. In order to point out the concerned people in the project, its aim was based on the teenager student, his school, his family and his relationships with classmates and adults inside the school and how he attributes the phenomenon of violence. It was taken for granted that violence occurred between pairs in both schools, the concerned people seen as attackers and attacked with physical violence such as fights, depredations, assaults, and also not physical violence such as offences, insults, discriminations, segregations and humiliations and the fact that they are unaware of what school bullying is. Teachers, administrative staff and minders of the schools mentioned above are rather worried with indiscipline cases in the school, the lack of discipline among students, than with the violence cases among colleagues and school bullying among these young people. The most important finding observed in both schools is that social actions rather affect the pedagogical side, leaving the educative proposal behind. When this gap happens, the school can not reproduce good models of social values, on the other hand, it lets discrimination and prejudice invade and settle down inside the school. The lack of social actions and the environment itself promote room allowing students to have experiences such as violence. Although, there are similarities and differences in both schools, the critical single point is the bullying / O objetivo deste estudo foi analisar e refletir sobre a temática violências nas escolas e juventude , incidindo principalmente sobre o bullying escolar, sob a ótica de adolescentes de classes médias e de segmentos de elites, em duas escolas, sendo uma pública e outra privada na cidade de São Paulo. Com base nas ciências sociais, buscouse como referência as idéias de Norbert Elias (1996) a respeito do processo civilizador, quando denomina as pequenas violências ou as pequenas agressões do cotidiano que se repetem sem parar, a transgressão dos códigos de boas maneiras ou da ordem estabelecida, de incivilidades, para efeito de distinção das condutas criminosas ou delinqüentes; em Tarde (1986) o conceito de coletividade puramente espiritual e coletividade amorfa e passiva entre outros. A questão central que pautou este trabalho é a reflexão sobre a representação que os jovens têm sobre a violência entre colegas e a ocorrência do bullying escolar. Nossa fonte de dados circunscreve-se às entrevistas realizadas com quatro alunos de oitavas séries, sendo dois meninos e duas meninas de cada escola, professores, equipe técnico-pedagógica e agentes escolares; observações e consulta à documentação. Com intuito de situar os atores envolvidos, o trabalho colocou como uma de suas metas a investigação do aluno adolescente, a sua escola, a sua família e a suas relações com os colegas e como os adultos na sua vida escolar e os sentidos que eles atribuem ao fenômeno da violência. Partiu-se do pressuposto de que ambas as escolas apresentam práticas de violência entre pares; os atores envolvidos nas condições de agressores, de agredidos ou de agressores/ agredidos entendem por violência física: as brigas, depredações, agressões físicas e por violência não física: ofensas verbais, institucionais, discriminações, segregações e humilhações e desconhecem o que seja bullying nas escolas e que os professores, equipe técnico-administrativa e inspetores estão mais preocupados nas escolas investigadas, com os casos de indisciplina na escola, sendo a falta de disciplina entre alunos, do que com os casos de violência entre pares e o bullying escolar independe de questões de gênero, estando presente tanto entre as jovens como entre os jovens. Os principais achados possibilitaram observar que nas duas escolas investigadas, as ações socializadoras incidem muito mais sobre o aspecto pedagógico, o que deixa em segundo plano a proposta educativa. Onde se verifica essa ausência, a escola não funciona como retradutora dos valores sociais e termina por permitir que ideais de discriminação e preconceito, por exemplo, invadam e se estabeleçam no espaço escolar. A falta de alcance da ação socializadora e mesmo o ambiente relacional promovem o aparecimento de brechas que permitem aos alunos a construção de experiências escolares, dentre elas, a experiência da violência. As duas escolas apresentam semelhanças e diferenças, entretanto, em todo o caminho percorrido, observou-se que o ponto decisivo de convergência é a presença do bullying

Despite the increase in bullying behavior that has occurred among high school students, there is a lack of age appropriate intervention programs available to assist secondary administrators and staff with this problem. The purpose of this case study in 1 high school in a suburb of a major Mid-Atlantic city in the United States was to determine the perceptions held by secondary administrators and staff of an adapted antibullying program, originally created for use in elementary schools, in reducing the incidences of bullying behavior and feelings of strain. This study was also designed to explore how administrators and staff perceived if the bullying prevention program fostered prosocial behavior, and the extent to which the program reduced peer aggression, peer harassment, and strain. The conceptual framework was general strain theory described by Durkheim and Merton. The design for this case study included interviews with 5 teachers and 3 administrators who had been involved in implementation of the antibullying program. Open coding was used to organize and analyze the data for the emergence of significant concepts and patterns. Codes were formulated into four associated meanings or themes; relationships, student responsibility, positive culture, and trusting and supportive environment. The results indicated that school personnel were able to modify an existing bullying prevention program that has changed the culture of the school and the mindset of its student body while helping the students to alleviate strain and issues of aggression and harassment. The current research may affect social change by encouraging other secondary schools to assess their bullying prevention programs to determine if the material being used is age appropriate for secondary students and if the programs are indeed alleviating bullying behavior and strain in their students.

Магистерская диссертация «Механизмы профилактики кибербуллинга в школьной среде на примере МАОУ СОШ №10 г.Екатеринбурга» состоит из 2 глав, введения, заключения, библиографического списка и приложений. Целью диссертационной работы являлось совершенствование механизмов профилактики кибербуллинга в школьной среде. Объектом диссертационного исследования являлись буллинг и кибербуллинг в школьной среде. Предмет диссертационного исследования – механизмы противодействия распространению кибербуллинга в школьной среде на примере МАОУ СОШ № 10 г. Екатеринбурга. Объем работы составил 79 страниц. В работе содержатся 5 приложений, 3 таблиц, 10 рисунков. В библиографическом списке представлено 50 источников. / Master's thesis "Mechanisms of prevention of cyberbullying in the school environment on the example of MAOU Secondary school No. 10Yekaterinburg" consists of 2 chapters, an introduction, a conclusion, a bibliographic list and appendices. The aim of the dissertation work was to improve the mechanisms of prevention of cyberbullying in the school environment. The object of the dissertation research was bullying and cyberbullying in the school environment. The subject of the dissertation research is the mechanisms of countering the spread of cyberbullying in the school environment on the example of MAOU Secondary school No. 10. Yekaterinburg. The volume of work was 79 pages. The work contains 5 appendices, 3 tables, 10 figures. The bibliographic list contains 50 sources.

Cette thèse doctorale, qui prend la forme de quatre articles, est une étude corrélationnelle mettant en relation le raisonnement moral et la légitimation des dynamiques d’intimidation par les pairs chez des adolescents de 3ème secondaire. L’objectif principal poursuivi était d’examiner la contribution de la désensibilisation morale aux conduites adoptées par les adolescents lors d’incidents d’intimidation à l’école. L’objectif secondaire était d’examiner l’importance accordée respectivement à des standards de conduite issus des domaines moral, conventionnel et personnel chez les adolescents impliqués dans des incidents d’intimidation. Le premier article expose la problématique de la légitimation des dynamiques d’intimidation par les jeunes en faisant état des croyances normatives et des caractéristiques des environnements scolaires qui y sont associées. L’article discute de l’écart qui s’observe entre l’opposition affirmée de la majorité des adolescents face aux conduites d’intimidation et leur récurrence dans les milieux scolaires et vient compléter une première section décrivant les conséquences de l’intimidation pour les communautés scolaires. Le deuxième article s’inscrit dans le cadre théorique de cette thèse et fait état des connaissances sur le raisonnement moral des élèves impliqués dans des dynamiques d’intimidation. Il présente une explication des conduites d’intimidation dans la perspective de la théorie des domaines de la connaissance sociale et dans celle de la théorie de l’agentivité morale. Ces approches ont été retenues pour opérationnaliser le concept de désensibilisation morale afin de rencontrer les objectifs de recherche poursuivis. Le troisième article rapporte la démarche utilisée pour vérifier l’hypothèse d’une relation positive entre les conduites d’intimidation et l’acceptabilité d’incidents d’intimidation hypothétiques, de même que l’hypothèse d’une relation positive entre les conduites d’intimidation et le désengagement moral chez les adolescents impliqués. Le quatrième article rapporte la démarche utilisée pour examiner les justifications sociomorales émises par différents profils d’adolescents impliqués dans des incidents d’intimidation de façon à associer leur conduite avec les domaines de connaissances normatives auxquels se rattachent leurs justifications. Les résultats obtenus sont ensuite discutés au chapitre suivant afin de mettre en évidence la contribution de chacune des approches morales retenues à l’explication des conduites en contexte d’intimidation et les caractéristiques du raisonnement moral associées aux rôles adoptés et des pistes d’intervention sont offertes. Finalement, cette thèse doctorale conclue que seul le niveau moyen de désengagement moral, un indice global de l’adhésion à des croyances normatives antisociales, contribue statistiquement à l’explication des conduites adoptées lors d’incident d’intimidation au-delà du sexe des participants. Quant au raisonnement sociomoral, il informe davantage sur la façon dont les circonstances d’incidents d’intimidation sont reliées à la désensibilisation morale des jeunes impliqués. Les adolescents qui prennent activement la défense de pairs intimidés étaient caractérisés par un raisonnement moral plus uniforme, tandis que le raisonnement des élèves qui intimident et de ceux qui demeurent passifs était caractérisé par la subordination de principes moraux, respectivement en faveur d’impératifs à caractère conventionnel et d’impératifs à caractère personnel. / This doctoral thesis, presented as four scientific articles, is a correlational study about moral reasoning and the legitimization of school bullying in third-year high school students. The primary objective was to investigate the contribution of moral disinhibition to the bullying incident roles adopted by teenagers. The secondary objective was to investigate the relative importance given to moral, conventional, and personal standards of conduct in students involved in bullying incidents. The first article acknowledges the problem that is the legitimization of bullying conducts by school communities and exposes related normative beliefs and school environment characteristics. It mainly discusses the gap between the vocal opposition to bullying conducts shown by most students and the occurrence of bullying incidents in schools. This completes a section exposing the consequences associated with bullying. The second article reviews recent literature about moral reasoning and its link to bulling incident roles. It also gives an explanation of bullying conducts from the viewpoints of the social domains theory and of the sociocognitive theory of moral agentivity. These theoretical paradigms were used in operationalizing the concept of moral disinhibition in order to meet study goals. The third article reports on the methodology used in order to verify the hypothesis of a positive relation between bullying conducts and acceptability of hypothetical bullying incidents, as well as the hypothesis of a positive relation between bullying conducts and moral disengagement in involved adolescents. The forth article reports on the methodology used in the investigation of sociomoral justifications from adolescents adopting different bullying incident roles in order to ascertain the relation between their conduct and the social domains from which stem their justifications. Results are discussed as to show the contribution of each approach to the explanation of bullying incident roles and the moral reasoning characteristics related to each role. Intervention guidelines are proposed as well. This doctoral thesis concludes that only moral disengagement mean scores, which work as a global indication of antisocial normative beliefs, explain bullying incident roles beyond participants’ gender. Sociomoral reasoning is better suited to understanding how bullying incidents’ characteristics promote moral disinhibition. Actively defending bullied peers wad linked to more uniform moral reasoning. On the other hand, bullying and pro-bullying conducts were linked to moral subordination in favor of conventional standards of conduct, and passive bystanding was linked to moral subordination in favor of personal standards of conducts.

Syftet med denna uppsats är att förklara hur kamratgrupperingar och sociala hierarkier utgör en väsentlig del av samt leder till mobbning bland skolungdomar. Detta har genomförts med kvalitativ meta-analys av forskningsartiklar, som har tolkats utifrån sociologiska teorier om stigmatisering och miniatyrsamhälleliga gruppers maktförhållanden. Resultatet har framställts genom en grounded theory ansats och analyserats utifrån meta-analytisk metod samt diskursanalytisk ontologi. Resultatet och analysen indikerar att kamratgrupperingar och hierarkier utgör skeden av komplexa händelseförlopp, från skolklassers sammansättningar fram till att mobbning utbryter. Konklusionerna av detta är att det behövs vidare fördjupningar av olika orsakssamband i framtida forskning. Sambanden behöver även uppmärksammas för att motverka hierarkiska skiljelinjer mellan kamratgrupper när man förebygger och avstyr mobbning. / The purpose of this essay is to explain how peer groups and social hierarchies are an essential part of, and generate bullying among school adolescents. This has been conducted through qualitative meta-analysis of research articles, which have been interpreted through sociological theories on stigmatization and power relationships between minor social groups. The results are presented through a grounded theory approach and analyzed by meta-analytic methods and discourse analytic ontology. The analysis indicates that peer groups and social hierarchies are stages of complex social processes, between the formations of school classes up until bullying breaks out. The essay concludes that further research of each causal relationship is needed in future research. The causalities also need to be considered when preventing social hierarchies and intervening in school bullying situations.

, , , , Les jeux dangereux et le harcèlement entre pairs sont des phénomènes complexes et très répandus en milieu scolaire. Les ‘jeux d’asphyxie’ et les ‘jeux d’agression’ sont des con-duites à risques, devenues des questions de santé publique pourtant peu connues des professionnels et peu explorées dans le domaine scientifique. L’objectif de cette recherche a été d’étudier les ‘jeux d’asphyxie’, les ‘jeux d’agression’ et l’éventuelle implication du harcèlement entre pairs pour l’adoption de ces comportements dangereux ; cela dans le contexte transculturel France-Brésil. Une étude descriptive sur le contexte d’initiation aux ‘jeux d’asphyxie’ et aux ‘jeux d’agression’ a été menée auprès de 1395 écoliers français et brésiliens âgés entre 9 à 12 ans grâce à un questionnaire ad hoc. Le harcèlement scolaire a été évalué par le questionnaire d’Olweus (rBVQ), adapté pour les deux cultures et validé par nos soins dans cette étude. Globalement, il a été observé qu’environ 40% des écoliers français et brésiliens avaient déjà pratiqué au moins une fois un ‘jeu d’agression’ ou un ‘jeu d’asphyxie’ et pour l’implication au harcèlement, environ 52% des élèves ne sont pas concernés (‘neutres’), 27% en sont ‘victimes’, 5% comme ‘agresseurs’ et 16% comme ‘agresseurs-victimes’. Environ 15% des enfants ont été contraints de participer à un ‘jeu d’asphyxie’ et un tiers, à un ‘jeu d’agression’. Bien qu’il existe certaines différences culturelles, les phénomènes étudiés restent comparables dans les deux cultures. L’ensemble des résultats permet d’avoir un panorama descriptif sur la prévalence des jeux dangereux, de mieux comprendre les profils des élèves impliqués tant sur le harcèlement que sur les jeux dangereux et offre des éléments pour des pistes de sensibilisation à ces comportements à risque. / Dangerous games and school bullying are complex phenomena occur at all ages of childhood and adolescence. ‘Self-asphyxial behaviors’ and ‘violent games’ and are taking-risk behaviors and have become a public health problem. However, they remain largely unknown by professionals and are still poorly researched. The aim of this study was to investigate ‘self-asphyxial behaviors’, ‘violent games’, and the possible involvement of school bullying in a France-Brazil cross-cultural study. A total of 1395 French and Brazilian schoolchildren aged 9 to 12 years were assessed. Demographic characteristics and dangerous game habits were collected by means of an ad hoc questionnaire. bullying was assessed by “The revised Bully/Victim Questionnaire” of D. Olweus which adaptation in both cultures and construct validation are presented in this study. We conducted a cross-analysis between these two kinds of dangerous games, the school bullying and some demographics variables. The results show that approximately 40% of French and Brazilian schoolchildren had practiced at least once a ‘violent games’ or a ‘self-asphyxial behavior’. bullying prevalence was of 52% non-concerned children (‘neutral’), 27% of ‘victims’, 5% of ‘bullies’ and 16% of ‘bully-victims’. Over 15% of schoolchildren were constrained to participate at least once in a ‘self-asphyxial behavior’ and a third in a ‘violent game’. These three phenomena are comparable in both cultures and have few significant differences. Our results helps to better understand the phenomenon of dangerous games in school children and its intricacy with school bullying and offer some elements for the prevention of taking-risk behaviors. / As brincadeiras perigosas e o bullying escolar são fenômenos complexos que se espal-ham rapidamente no contexto escolar. Os ‘jogos de asfixia’ e os ‘jogos de agressão’ são condutas de risco, tornando-se questão de saúde pública mas, sendo ainda pouco conhecidas dos profissionais e pouco exploradas no meio científico. O objetivo desta pesquisa foi investigar os os ‘jogos de asfixia’, ‘jogos de agressão’ e a eventual influência do bullying escolar para a adoção dos mesmos; dentro do contexto transcultural França-Brasil. Realizou-se estudo descritivo através de um questionário ad hoc sobre o contexto de iniciação aos ‘jogos de asfixia’ e aos ‘jogos de agressão’ com a participação de 1395 crianças francesas e brasileiras com idade entre 9 a 12 anos. O envolvimento em bullying foi avaliado pelo questionário de Olweus (rBVQ) adaptado para as duas culturas e validado por nossa equipe. Globalmente, foi observado que cerca de 40% das crianças francesas e brasileiras já haviam praticado, ao menos uma vez, um ‘jogo de agressão’ ou um ‘jogo de asfixia’; quanto ao envolvimento em bullying, cerca de 52% das crianças não estão envolvidas (‘neutros’), 27% o estão enquanto ‘vítimas’, 5% como ‘agressores’ e 16% como ‘agressores-vítimas’. Cerca de 15% dos escolares foram forçados a participar ao menos uma vez de um ‘jogo de asfixia’ e um terço, a um ‘jogo de agressão’. Ainda que existam certas diferenças culturais, os fenômenos estudados permanecem comparáveis nas duas culturas. Os resultados representam um panorama descritivo sobre a prevalência das brincadeiras perigosas no contexto escolar, e possibilitam melhor compreender o perfil dos escolares envolvidos, tanto em bullying como nas brincadeiras perigosas, oferecendo elementos para pistas de sensibilização aos comportamentos de risco.

Deux objectifs sont poursuivis dans le cadre de cette thèse. Le premier est de dresser un état des lieux des victimations scolaires au Sénégal à partir d’un questionnaire administré à quelques 2707 élèves des cycles moyen (équivalent du collège en France) et secondaire (lycée). Quant au second objectif, il est centré sur la recherche d’un cadre explicatif global ainsi que des déterminants sociohistoriques des violences scolaires à travers une comparaison avec les résultats des enquêtes et des travaux conduits en France depuis le début des années 2000. C’est à partir d’un examen des rapports entre déviance, délinquance juvénile et école que le poids des facteurs externes des phénomènes de violences scolaires a pu être relativisé, voire atténué, au profit des facteurs purement institutionnels et endogènes. Le paradoxe qui ressort alors de cette confrontation et de la comparaison, à savoir la relative préservation des élèves sénégalais des violences portées par des camarades et la tendance lourde du développement en France des microviolences dont les personnels enseignants constituent la principale cible, s’explique par la spécificité des systèmes éducatifs tant dans leurs processus historiques d’institutionnalisation, dans leurs modes d’organisation que dans leur fonctionnement quotidien. Ainsi, les violences scolaires au Sénégal se construisent dans le cadre des relations éducatives inspirées de représentations socioculturelles qui légitiment des méthodes pédagogiques plutôt coercitives à travers des rapports de domination établissant le pouvoir de sanction du maître doublé d’une supériorité liée à l’âge et au sexe des membres de la communauté éducative. En France, elles sont tributaires des contradictions entre, d’une part, les conditions et les modalités de l’offre scolaire et, de l’autre, les demandes sociales d’éducation des populations ; elles trouvent alors leurs racines dans l’incapacité du système et de l’institution scolaires à prendre en compte les inégalités sociales, la diversité des profils cognitifs des élèves et de leurs motivations. Il ne reste alors aux plus « désorientés » d’entre eux que des stratégies de survie pour « sauver la face », avec tout ce que cela peut impliquer en termes de transgressions, d’« incidents » et de « perturbations » de l’ordre des classes. / This thesis is driven by two goals. The first one deals with assessing school victimizations/bullying in Senegal using a survey answered by 2707 pupils from middle grade (junior high school in France) and secondary grade (Senior high). Its other goal was to focus on seeking for global explanations as well as sociological and historical grounds for “school victimizations” through a comparison with the studies and unchallenged works carried out in France since the 2000s.Based on a study about the connections between deviancy, juvenile delinquency and school, we’ve found that the influence of external factors driving to school violence phenomena is all relative, even diminished, compared to purely institutional – so internal- factors. This confrontation and comparison bring out a paradox: Firstly, Senegalese pupils are relatively protected from schoolmates’ acts of violence. Secondly, in France, micro-acts of violence aimed at teachers tend to develop increasingly. This can be explained by the specific organization and working of each school system.Thus, school violence in Senegal is shaped by educational relations which are based on cultural representations that justify rather coercive teaching methods. It is obviously reflected in the punitive power of the teacher as well as the superiority of school staff due to their age and their sex. Consequently those facts establish relations of power. The situation in France lies on contradictions between institutional policies –school offers- and social demands in education. The first are linked to paradoxical orders such as, on the one hand, compulsory school attendance and academic success and, on the other hand, ranking and selective assessment which totally neglect the pupils’ cognitive skills. Consequently the latter are left with nothing but survival strategies aiming at “saving face” which implies all kinds of transgressions, incidents and disturbing of order within the class.