This thesis explores the everyday practice of school bullying by examining children's participation in peer group activities as well as in school-based anti-bullying activities within an educational setting. The empirical material is drawn from a long-term (1 year) ethnographic study conducted among preadolescent children in a 5th grade class in a Swedish elementary school. An ethnomethodological approach is used in analysis of ethnographically based fieldnotes, and in detailed analysis of video recordings collected during participant observations.    The first study examines, through elaborated investigation of a peer group's everyday peer encounters, how social exclusion is situated within the flow of intricate, subtle and seemingly innocent interactions. In this, the study offers detailed information about how girls' everyday peer group interactions, taken across a range of activities, may be consequential for the process of social exclusion.    The second study examines the interactional moral work accomplished within the situated practice of ART classroom sessions on moral reasoning used as part of the school's anti-bullying prevention program. The study contributes an understanding of the interactional managment of children's moral stance-taking, something that has previously been overshadowed by the quest to project the outcomes for individual children's moral reasoning. The third study examines a gossip dispute event, in which a group of girls take action against another girl for reporting school bullying to the teacher. The study demonstrates how, as the gossip dispute unfolds, the girls accused of bullying appropriate and even subvert the social organization of the school's anti-bullying program, and manage to turn the tables so that the girl initially reporting to be a victim of bullying is cast as an instigator, and the girls accused of the bullying as victims of false accusations.    The thesis illuminates the complex meanings and functions of social actions referred to as bullying within a school context and in the literature. Also, it sheds light on the difficulties that come with teachers' attempts to structure children's social relationships. All in all, the thesis illuminates the need to challange an individualistic approach to bullying, recognizing the social and moral orders children orient to in their everyday life at school.

Submitted by Morgana Silva (morgana_linhares@yahoo.com.br) on 2016-09-13T19:01:49Z No. of bitstreams: 1 arquivototal.pdf: 5465547 bytes, checksum: 5ebb5185b8040d8bf76d7315b068d0e0 (MD5) / Made available in DSpace on 2016-09-13T19:01:49Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5465547 bytes, checksum: 5ebb5185b8040d8bf76d7315b068d0e0 (MD5) Previous issue date: 2016-02-29 / The Audiovisual field is shaping up as a scenery full of constant changes and fluid relations among its media, as with Cinema and Television. This is due mainly to the media convergence phenomenon which has beem acting on the flow of content produced for these media. The audiovisual content is often the subject of debates and discussions between cybercinephiles, seriéfilos, fans and anyone who wants to emit information about the topics. These changes, brought about through the internet and new digital technologies, has enabled these subjects build a unique relationship with the audiovisual product. In order to understand how this phenomenon happens, we started out from the factors consumption, sharing and production to analyze how develop the interactions between subjects and audiovisual works, with the north laws of cyberculture suggested by André Lemos (2003). This resulted in the mapping of those practices and in the classification of groups found. In addition to following the participant observer method, we took on the Grounded Theory (GLASSER; STRAUSS, 2006), to collect and analyze the material. The results found were the discovery of more practices and more subjects acting within the audiovisual and contributing to the community that revolves around these issues. It came to our knowledge that the way to consume, share and produce audiovisual material has been changing. The strenght of amateurs networks present on the internet is largely influential in this process which, taking into account the transition phase, tends to an even greater transformation. / O campo audiovisual vem se configurando como um cenário repleto de mudanças constantes e de relações fluidas entre seus meios, como o Cinema e a Televisão. Isso se deve, sobretudo, ao fenômeno da convergência midiática que vem atuando sobre o fluxo de conteúdo produzido para essas mídias. O conteúdo audiovisual é alvo frequente de debates e discussões entre cibercinéfilos, seriéfilos, fãs e qualquer pessoa que queira emitir informação sobre os temas. Essas transformações, acarretadas pelo auxílio da internet e de novas tecnologias digitais, permitiu que esses sujeitos construíssem uma relação diferenciada com o produto audiovisual. Com o objetivo de entender como acontece esse fenômeno, partimos dos fatores consumo, compartilhamento e produção para analisar como se desenvolvem as interações entre os sujeitos e as obras audiovisuais, tendo como norte as leis da cibercultura propostas por André Lemos (2003). Isso resultou num mapeamento dessas práticas e classificação dos grupos encontrados. Além de seguir o método do observador participante, assumimos a teoria fundamentada em dados (GLASSER; STRAUSS, 2006), para a coleta e análise do material. Os resultados foram a descoberta de mais práticas e mais sujeitos atuantes em torno do audiovisual e colaborando para a comunidade que gira ao redor desses assuntos. Percebemos que a forma de se consumir, compartilhar e produzir material audiovisual vem mudando. A força das redes de amadores exercendo presença na internet é grande influenciadora nesse processo que, levando em consideração a fase de transição, tende a se transformar ainda mais.