Os estudos da obra de Hugo Grotius apontam a sua importância para a constituição de um conceito moderno de direito natural. A análise do conteúdo de suas principais obras políticas, De Jure Praedae Commentarius e De Jure Belli ac Pacis, permitiu a identificação de noções inspiradas no estoicismo e no ecletismo romano, principalmente de Sêneca e Cícero, sobretudo no que diz respeito ao direito natural. Além disso, a abordagem jusnaturalista do autor serve de base para fundamentar seus argumentos em defesa da possibilidade de se empreender uma guerra justa. Deste modo, uma análise do direito natural grociano requer a reflexão sobre estes dois aspectos. Com vistas a compreender a origem dos conceitos de lei natural e direito natural e as consequências que Grotius retira deles, a presente dissertação investigou a possível influência estoica e eclética na concepção de direito natural formulada por Groitus e o vínculo existente entre esta formulação e a teoria grociana da guerra e da pena. / Studies of Hugo Grotius\'s work suggest its relevance for the constitution of a modern concept of natural law. The analysis of the content of his main political works, De Jure Praedae Commentarius and De Jure Belli ac Pacis, opened space for the identification of concepts inspired by the Roman stoicism and eclecticism, specially from Seneca and Cicero, mainly regarding the natural law. Moreover, the author\'s jusnaturalistic approach serves as a base to support his arguments in defence of the possibility to wage a just war. Therefore, an analysis of the Grotian natural law requires a reflection upon these two aspects. Aiming at comprehending the origin of the concepts of natural law and natural rights and the consequences Grotius retrieves from them, the present dissertation investigates a possible stoic and eclectic infuence on the conception of natural rights formulated by Grotius and the link between this formulation and the Grotian\'s theory of war and punishment.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / As relações entre memória e justiça têm sido objeto constante de estudos. Parte desses estudos se desenvolve no campo da chamada justiça de transição. Dentro deste campo pode-se visualizar a demanda por responsabilização criminal de agentes estatais que praticaram delitos em um regime anterior. No caso da discussão sobre a transição brasileira após a ditadura militar de 1964 à 1985, é comum observar tal demanda, seja na literatura ou mesmo entre movimentos sociais e ativistas. Este trabalho pretende se inserir no debate sobre a transição brasileira, para entender quais funções a pena poderia desempenhar e, em que medida, a demanda por responsabilização criminal dos agentes da ditadura pode ser prejudicial à democracia. Pretende-se estudar, portanto, se a mencionada demanda por punição pode produzir efeitos positivos na transição brasileira. Assim, será possível analisar com maior clareza a necessidade de investir no discurso pela punição. / The relationship between memory and justice has constantly been subject of study. Some of this studies are developed in transitional justice field. Within this field, the criminal accountability of state officials who comitted crimes in a previous regime. In case of the argument about the Brazilian transition after the military dictatorship from 1964 to 1985, this demand is commonly noted, both in literature and among social movements and activists. This paper intends to enter into the debate about Brazilian transition to understand which roles punishment could redeem, and to what extent the demand for criminal accountability of agents of the dictatorship can be detrimental to democracy. It is intended to study thus if the aforementioned demand for punishment could produce positive effects in the Brazilian transition. Therefore, it will be possible to analise more clearly the necessity to invest in discourse for punishment.

In recent years drugs have greatly influenced criminal activity, when drug addicted criminals after their sentence find themselves in prison. Programs of treatment of these persons are implemented in prison, which are directed at their correction, prevention of recurrence and re-integration into normal society. The main objective of this thesis is to map the specific services provided to drug addicted persons in prison in Vinařice. With regard to the set goal, I chose a qualitative research method when the technique of semi-structured interviews was used to collect the data. Respondents who participated in research were situated in the drug-free zone department of Prison in Vinařice. The research has shown that services provided to drug addicted persons are accepted positively by the respondents, they have their justification and they lead to successful re-socialization. The following hypotheses originated from the results of my paper: H 1: Illegal drugs are more obtainable in the environment of ordinary prison sentence, compared to separate drug-free zone. H 2: The specific services provided to drug addicts in the prison environment are accepted positively by the prisoners. H 3: Majority of convicted in the drug-free zone department committed crimes under influence of drugs, or to obtain funds for drugs. But the question remains, how people with drug addiction, namely the respondents who participated in research, will behave in society after their release from prison, when they have served their sentences. The stated facts could be used as a possible topic for further research.

Bullying é o comportamento agressivo, ofensivo, repetitivo e frequente, perpetrado por uma pessoa ou grupo contra outra ou outros, com a intenção de ferir e humilhar, em uma relação desigual de poder. O bullying está associado a uma série de transtornos mentais, com repercussões importantes na vida adulta tanto das vítimas como dos agressores. O envolvimento com a prática de bullying na escola por crianças e adolescentes demonstra uma falha no processo de socialização, do desenvolvimento de empatia e de autocontrole, que uma disciplina parental apropriada deveria prover. Assim, torna-se importante compreender como as práticas utilizadas pelos pais para disciplinar estão associadas à prática de bullying na escola, de forma que intervenções mais abrangentes, além do âmbito escolar, possam ser implementadas. O presente estudo teve como objetivo verificar como práticas usualmente utilizadas pelos pais para disciplinar e controlar o comportamento de seus filhos estão associadas à prática de bullying por seus filhos, comparados com o grupo de adolescentes que não praticam bullying. Tanto práticas punitivas e assertivas, quanto práticas indutivas, positivas, foram investigadas. Especificamente, buscou-se verificar a associação entre o uso parental de punições corporais e agressão psicológica e a prática de bullying por seus filhos no ambiente escolar. Os participantes do estudo foram randomicamente selecionados a partir de uma amostra comunitária de 2.457 adolescentes que participaram do Projeto Transtornos de Ansiedade da Infância e Adolescência (PROTAIA), realizado em seis escolas públicas pertencentes à área de abrangência da Unidade Básica de Saúde Santa Cecília, do Hospital de Clínicas de Porto Alegre, realizado entre 2008 e 2009. Como critérios de inclusão do estudo atual, os adolescentes deveriam ter entre 10 e 15 anos, estarem ainda estudando nas escolas onde foram anteriormente avaliados e estarem presentes na escola no dia da coleta de dados. Uma versão brasileira para o Questionário de Bullying de Olweus foi utilizada para medir a frequência de bullying entre os alunos. O Dimensions of Discipline Inventory (DDI) – Child Report foi utilizado para avaliar a frequência de utilização de práticas parentais de disciplina punitivas e indutivas. Os instrumentos foram respondidos pelos adolescentes após a autorização dos pais. A associação entre prática de bullying e práticas parentais de disciplina foi verificada através de regressão logística. Dos 247 adolescentes avaliados, 98 (39,7%) praticavam bullying na escola uma ou mais vezes por semana, 107(43,3%) informaram terem sido fisicamente punidos no último ano e, destes, 38 (35,5%) referiram receber punições uma ou mais vezes por semana. A maior frequência de utilização de práticas punitivas, tanto pela mãe, quanto pelo pai, mostrou-se significativamente associada à prática de bullying por seus filhos. As mães que mais frequentemente utilizavam punição como disciplina apresentaram quatro vezes maior chance de ter um filho que pratica bullying na escola (OR= 4,36; IC95%= 1,87-10,16; p<0,001). Entre as diversas práticas de disciplina assertiva e punitiva, a agressão psicológica e as punições corporais foram as que apresentaram maior odds ratio; porém, a disciplina indutiva não apresentou associação. Os adolescentes que identificaram a figura paterna como não sendo o pai biológico apresentaram o dobro de chance de praticar bullying (OR=2,21; IC95%=1,25-3,91; p=0,009). O estudo demonstrou que práticas punitivas, usualmente utilizadas pelos pais com o objetivo de disciplinar e controlar o comportamento dos filhos, estão associadas à prática de bullying. Pesquisas que visem identificar por quais processos os diferentes membros da família influenciam o comportamento de bullying são necessárias. / Bullying is conceptualized as repeated behaviors performed by individuals with the intention of imposing psychological and physical harms to, or social isolation for, less powerful peers, through physical, verbal, and relational aggression for an extended period of time. It is associated with mental health problems and it has major consequences through the lifetime. Bullying perpetration at school reveals an impairment in both socialization process and development of empathy and self-control skills; characteristics that a good range of parental discipline should provide. Understanding how parental discipline practices are associated with bullying perpetration may furnish grounds for broader interventions involving families. The present study aimed to investigate the association between common parental discipline practices, either power assertive/punitive or inductive, and adolescent bullying perpetration, compared to students who were not classified as being bullies. Specifically, we looked for associations of corporal punishment and psychological aggression by parents with bullying at school. A random list of adolescents was created out of the database of 2,457 participants from the community screening phase of the PROTAIA Project (Childhood and Adolescence Anxiety disorders Project) , involving six schools of the catchment area of the Primary Care Unit of Hospital de Clínicas de Porto Alegre. The study was carried out between 2008 and 2009. In order to be eligible, participants should still be attending the same school where they were previously assessed, should be present at school on the day of the current data collection, and at an age between 10 to 15 years old. A Brazilian modified version of the Olweus Bully Victim Questionnaire was used to measure the frequency of bullying behavior. The Dimensions of Discipline Inventory (DDI) – Child Report was used to assess the frequency of the parental discipline practices, either power assertive/punitive or inductive. Students completed the questionnaires after parental authorization through a dissent form approach. Associations between the independent variables and the outcome were tested using binary logistic regression. The final sample consisted of 247 students, from which 98 (39.7%) had bullied others at school at least once a week in the current year, and were classified as bullies. Nearly half (n=107; 43.3%) reported having been physically punished in the current year, whereas 38 (35.5%) reported parental corporal punishment at least once a week. The usage of power assertive/punitive discipline, either by the mother or by the father, was significantly associated with their children’s bullying behavior at school. Mothers who mostly used power assertion and punishment as discipline were 4.36 (CI95%: 1.87-10.16; p<.001) times more likely of having a child who bullied others at school. Inductive discipline was not overall associated with bullying (p>.05). Examining each specific parental method within the power assertive/punitive discipline scale, mild forms of corporal punishment, such as spanking, and psychological aggression, either by the mother or the father, had the highest odds ratios. Being disciplined by a father figure who was not the biological father had more than twice the odds (OR=2.21; IC95%=1.25-3.91; p=.009) of the adolescent being a bully. Our study showed that bullying perpetration is strongly associated with common punitive practices used by parents to control their children’s behavior. More research is needed to identify the precise mechanisms by which family member may influence children's bullying behavior.

abstract: Employing narrative ways of inquiry, this study interrogated how a reform action--legal banning corporal punishment in schools, which was intentionally introduced into Taiwanese society by advocates as a social movement strategy at a time when the incidence rate of school corporal punishment was high--could contribute to ending educators' use of corporal punishment. From the narratives of the teachers who believed in corporal punishment, we see how the school system itself contributed to passing, mostly without educators' consciousness of doing so, from one generation to another, a punitive mind that deems punishment a necessity and humans to be incapable of self-regulation without extrinsic force. It is this punitive way of thinking, deeply rooted in Taiwanese culture that was challenged by the legal ban. The transformation of the punitive mind requires a psychological subject-object perspective move that allows the mind to break the identification with a previously built teacher identity submitting to coercive authority. Alternative values, beliefs, and ideas--particularly the caring, trusting, respectful and persuasive approaches to interpersonal relationship--must be brought into personal experiences in order to transform the punitive mind. However, the availability of alternatives does not guarantee transformation, nor does a pure logical reasoning of the alternatives make true transformation to happen. Transformation was discovered to happen in those moments, either in narrative critical reflection or in action, when the mind sees those stories of others or themselves that were once familiar but can be realized, interpreted, retold, or recreated if using a new set of assumptions and perspectives. The effects of the legal ban were mixed. It contributed to the decline of the most well-recognized form of corporal punishment--hitting students by sticks--and offered teachers who disbelieve corporal punishment, previously questioned and crowed out by their colleagues who hit, a strong backup to justify their opposition to sticks. And the ban created opportunities for teacher to learn alternatives. Nevertheless, because the wrongdoing-punishment disciplinary framework still dominates school campuses, the ban also led to the increase or creation of new forms of coercive and humiliating measures that could not be constrained by this legal ban. / Dissertation/Thesis / Ph.D. Educational Psychology 2013

abstract: "The Wicked Man's Portion" uses crime writing as a means to measure modernity in early America. Crime writing does things all too familiarly "modern"; it imagines audiences in need of moral instruction, citizens questioning the decisions of those in power, and men and women seeking reassurance that their community was safe, just, and moral. Crime writing pries open the dialectic between the expectations of authority and individuals' experiences. What emerges is the concept of a moral citizen, a self-reliant individual sharing responsibility for a well-ordered community. The first chapter examines typological interpretations of scripture in execution sermons revealing the interrelation between religion and law. Chapters two and three focus on the interaction between criminal law and beliefs in the supernatural; chapter two looks at supernatural crimes and forensic methods, such as those surrounding witch trials, and chapter three examines arguments for capital punishment that hinged upon divine involvement in human affairs. The fourth chapter discusses gallows publications' functions in the public sphere and contributions to inchoate democracy. The final chapter asks how equity defined punishment in economic terms. This chapter pays particular attention variations of punishment determined by race, class, and gender. / Dissertation/Thesis / Ph.D. English 2013

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / Este estudo propÃe-se ao exame de cordÃis de metamorfose a fim de identificar resÃduos da mentalidade medieval acerca do pecado e da puniÃÃo no imaginÃrio retratado pelos poetas populares nordestinos. A ideia de pecado nos foi legada como uma transgressÃo das leis divinas e, durante a Idade MÃdia, essa concepÃÃo foi difundida pela Igreja como forma de combater os vÃcios, quase sempre ligados aos pecados capitais, e de disciplinar as condutas a serem seguidas pelos cristÃos. Embora muitos sÃculos nos separem da Idade MÃdia, a mentalidade cristÃ-medieval ainda encontra-se bastante arraigada em nossa cultura. Portanto, nesta pesquisa, apresentamos uma anÃlise da noÃÃo de pecado, e de suas possÃveis implicaÃÃes, dentro do contexto medieval, com o propÃsito de demonstrarmos a presenÃa residual dessa matÃria na literatura de cordel, uma das representantes da cultura popular, a partir da verificaÃÃo de folhetos que narram histÃrias de personagens transgressores de preceitos morais e/ou religiosos e, por isso, transfigurados em animais como meio de puniÃÃo. Desse modo, os cordÃis analisados trazem a metamorfose corporal enquanto penalidade, meio de exclusÃo social que assevera a permanÃncia de uma visÃo de mundo medieva que, durante muito tempo, distinguiu e alijou minorias consideradas desviantes do convÃvio normal em sociedade. Para compreendermos como tal mentalidade sobre o pecado e suas consequÃncias sobrevivem no trabalho poÃtico do cordelista nordestino e, portanto, no imaginÃrio popular, lanÃamos mÃo da Teoria da Residualidade, segundo a qual os resÃduos de um tempo passado remanescem em outras culturas e noutros tempos, aporte que nos autoriza a falar de uma heranÃa residual, isto Ã, de sedimentos mentais e culturais que permaneceram cristalizados no imaginÃrio retratado pelos poetas populares. AlÃm disso, contamos com os estudos realizados por medievalistas a fim de compreendermos melhor o perÃodo analisado, mormente a baixa Idade MÃdia. A literatura popular Ã, assim, ponto de partida para um estudo multidisciplinar e comparativo, na medida em que dialoga com textos de teor literÃrio, bem como histÃricos, pois revisita obras relevantes da literatura, do mesmo modo que revela o substrato mental encontrÃvel nas formaÃÃes sociais da Idade MÃdia e o da cultura nordestina residual que nos remete ao imaginÃrio hibridado a partir do medievo. / This study intends to analyze some popular narrative poems known in Brazil as âCordeis de Metamorfoseâ in order to identify residues of medieval mentality regarding sin and punishment in the imagery portrayed by popular poets from northeast Brazil. The idea of sin was transmitted to us as a transgression of divine laws. In the Middle Ages, this conception was propagated by Catholic Church as a way of combating vices, almost always with regard to capital sins, and of disciplining the conduct of Christians. Although many centuries separate us from the Middle Ages, the Christian medieval mentality is still fairly entrenched in our culture. Therefore, in this work, we present an analysis of the notion of sin and its possible implications in the medieval context with the aim of demonstrating the residual presence of that matter in Cordel Literature, a kind of artistic popular manifestation. We show this presence from the research of those popular narrative poems that tell stories in which some characters transgress moral and/or religious principles and, for this reason, are transfigured into animals as punishment. Therefore, in the poems we analyzed, physical metamorphosis is considered a punishment, a mean of social exclusion that asserts the permanence of a medieval worldview. For a long time, this view distinguished and ignored minorities that were seen as individuals without good social practices. In order to understand how such mentality about sin and its consequences are present in the poetic work of the popular poets from northeast Brazil and, therefore, in the popular imagery, we make use of the Theory of Residuality. According to this theory, residues from the past and from an ancient culture remain in other cultures and in other times, which allow us to talk about residual heritage, in other words, there are cultural and mental sediments crystallized in the imagery portrayed by popular poets. Furthermore, we rely on studies of medievalists in order to understand better the Middle Ages, mainly the Late Middle Ages. Thus, popular literature is the starting point of a multidisciplinary and comparative study, as far as it interacts with other types of literary texts, as well as historiographic texts. It revisits important works of literature in the same way it reveals the mental subtract of the medieval social formations and of the residual culture of northeast Brazil that brings us to the imagery hybridized from the Middle Ages.

Num contexto de grande demanda aos canais de acesso à justiça, ganha terreno no país a justiça restaurativa conjuntamente a outras formas alternativas de administração de conflitos. Iniciativas relacionadas a estas novas formas de gerir os conflitos estão surgindo nas mais diversas regiões no país, encorajadas por juízes com o objetivo claro de evitar que casos considerados de baixo potencial ofensivo, cometidos em sua maioria por adolescentes de escolas públicas, sejam criminalizados e cheguem ao Judiciário. Esta tese se centra sobre a análise específica de programas alternativos de justiça restaurativa que funcionam no estado de São Paulo. Através de uma pesquisa qualitativa, com base no estudo de caso de programas de justiça restaurativa que funcionam no estado de São Paulo, além de entrevistas com profissionais e observação participante de círculos restaurativos que aconteceram em uma escola na cidade de São Caetano do Sul (SP), argumento como estas iniciativas não estão rompendo com as lógicas do sistema de justiça comum, como a princípio se poderia supor. Em realidade, além de integrarem um quadro em que nosso sistema de justiça criminal continua sendo central, estão aumentando as possibilidades de expansão da rede de controle social, inaugurando configurações inéditas de programas que mesclam o formal e o informal, saber leigo e expertise. Os resultados da pesquisa demonstram também que a justiça restaurativa, a despeito de seu potencial transformador, ainda tem se defrontado com dificuldades para ser efetivamente implantada. As resistências com as quais têm que lidar reportam-se desde às suas fundamentações teóricas, passando pelos próprios operadores do Direito e população que é atendida pelos programas, que não entendem o modelo enquanto expertise (caso dos profissionais do Direito), ou como um benefício para os envolvidos (caso dos adolescentes e familiares participantes), ainda inscritos dentro um marco punitivo em relação à gestão de conflitos. / In a context of high demand for access to justice in Brazil, restorative justice programs in conjunction with other alternative forms of conflict management are spreading across the country. Initiatives related to these new ways of conflicts management are emerging in different regions, encouraged by judges with the objective of preventing cases considered of low offensive potential, committed mostly by teenagers from public schools, to be criminalized and to come the courts. This thesis focuses on the specific analysis of alternative programs of restorative justice that are operating in the state of São Paulo (Brazil). Through a qualitative research, based on a case study of restorative justice programs, as well as interviews with professionals and participant observation of restorative circles that happened at a school in the city of São Caetano do Sul (SP), I argue that these initiatives are not breaking with the logic of the ordinary justice system, as it might seem at first. Actually, besides being part of a framework in which our criminal justice system remains central, these iniciatives are increasing the possibilities of expansion of social control network, inaugurating unprecedented programs that are mixing formal and informal, lay knowledge and expertise. The reserach results also show that restorative justice, despite its transformative potential, still has been facing difficulties to be effectively put in practice. The resistances with which they have to deal report since its theoretical foundations, through the law operators themselves and population that is attended by the programs that do not understand the model as an expertise (case of legal professionals), or as a benefit for those involved in the conflict (case of adolescents and participating family members).

Bullying é o comportamento agressivo, ofensivo, repetitivo e frequente, perpetrado por uma pessoa ou grupo contra outra ou outros, com a intenção de ferir e humilhar, em uma relação desigual de poder. O bullying está associado a uma série de transtornos mentais, com repercussões importantes na vida adulta tanto das vítimas como dos agressores. O envolvimento com a prática de bullying na escola por crianças e adolescentes demonstra uma falha no processo de socialização, do desenvolvimento de empatia e de autocontrole, que uma disciplina parental apropriada deveria prover. Assim, torna-se importante compreender como as práticas utilizadas pelos pais para disciplinar estão associadas à prática de bullying na escola, de forma que intervenções mais abrangentes, além do âmbito escolar, possam ser implementadas. O presente estudo teve como objetivo verificar como práticas usualmente utilizadas pelos pais para disciplinar e controlar o comportamento de seus filhos estão associadas à prática de bullying por seus filhos, comparados com o grupo de adolescentes que não praticam bullying. Tanto práticas punitivas e assertivas, quanto práticas indutivas, positivas, foram investigadas. Especificamente, buscou-se verificar a associação entre o uso parental de punições corporais e agressão psicológica e a prática de bullying por seus filhos no ambiente escolar. Os participantes do estudo foram randomicamente selecionados a partir de uma amostra comunitária de 2.457 adolescentes que participaram do Projeto Transtornos de Ansiedade da Infância e Adolescência (PROTAIA), realizado em seis escolas públicas pertencentes à área de abrangência da Unidade Básica de Saúde Santa Cecília, do Hospital de Clínicas de Porto Alegre, realizado entre 2008 e 2009. Como critérios de inclusão do estudo atual, os adolescentes deveriam ter entre 10 e 15 anos, estarem ainda estudando nas escolas onde foram anteriormente avaliados e estarem presentes na escola no dia da coleta de dados. Uma versão brasileira para o Questionário de Bullying de Olweus foi utilizada para medir a frequência de bullying entre os alunos. O Dimensions of Discipline Inventory (DDI) – Child Report foi utilizado para avaliar a frequência de utilização de práticas parentais de disciplina punitivas e indutivas. Os instrumentos foram respondidos pelos adolescentes após a autorização dos pais. A associação entre prática de bullying e práticas parentais de disciplina foi verificada através de regressão logística. Dos 247 adolescentes avaliados, 98 (39,7%) praticavam bullying na escola uma ou mais vezes por semana, 107(43,3%) informaram terem sido fisicamente punidos no último ano e, destes, 38 (35,5%) referiram receber punições uma ou mais vezes por semana. A maior frequência de utilização de práticas punitivas, tanto pela mãe, quanto pelo pai, mostrou-se significativamente associada à prática de bullying por seus filhos. As mães que mais frequentemente utilizavam punição como disciplina apresentaram quatro vezes maior chance de ter um filho que pratica bullying na escola (OR= 4,36; IC95%= 1,87-10,16; p<0,001). Entre as diversas práticas de disciplina assertiva e punitiva, a agressão psicológica e as punições corporais foram as que apresentaram maior odds ratio; porém, a disciplina indutiva não apresentou associação. Os adolescentes que identificaram a figura paterna como não sendo o pai biológico apresentaram o dobro de chance de praticar bullying (OR=2,21; IC95%=1,25-3,91; p=0,009). O estudo demonstrou que práticas punitivas, usualmente utilizadas pelos pais com o objetivo de disciplinar e controlar o comportamento dos filhos, estão associadas à prática de bullying. Pesquisas que visem identificar por quais processos os diferentes membros da família influenciam o comportamento de bullying são necessárias. / Bullying is conceptualized as repeated behaviors performed by individuals with the intention of imposing psychological and physical harms to, or social isolation for, less powerful peers, through physical, verbal, and relational aggression for an extended period of time. It is associated with mental health problems and it has major consequences through the lifetime. Bullying perpetration at school reveals an impairment in both socialization process and development of empathy and self-control skills; characteristics that a good range of parental discipline should provide. Understanding how parental discipline practices are associated with bullying perpetration may furnish grounds for broader interventions involving families. The present study aimed to investigate the association between common parental discipline practices, either power assertive/punitive or inductive, and adolescent bullying perpetration, compared to students who were not classified as being bullies. Specifically, we looked for associations of corporal punishment and psychological aggression by parents with bullying at school. A random list of adolescents was created out of the database of 2,457 participants from the community screening phase of the PROTAIA Project (Childhood and Adolescence Anxiety disorders Project) , involving six schools of the catchment area of the Primary Care Unit of Hospital de Clínicas de Porto Alegre. The study was carried out between 2008 and 2009. In order to be eligible, participants should still be attending the same school where they were previously assessed, should be present at school on the day of the current data collection, and at an age between 10 to 15 years old. A Brazilian modified version of the Olweus Bully Victim Questionnaire was used to measure the frequency of bullying behavior. The Dimensions of Discipline Inventory (DDI) – Child Report was used to assess the frequency of the parental discipline practices, either power assertive/punitive or inductive. Students completed the questionnaires after parental authorization through a dissent form approach. Associations between the independent variables and the outcome were tested using binary logistic regression. The final sample consisted of 247 students, from which 98 (39.7%) had bullied others at school at least once a week in the current year, and were classified as bullies. Nearly half (n=107; 43.3%) reported having been physically punished in the current year, whereas 38 (35.5%) reported parental corporal punishment at least once a week. The usage of power assertive/punitive discipline, either by the mother or by the father, was significantly associated with their children’s bullying behavior at school. Mothers who mostly used power assertion and punishment as discipline were 4.36 (CI95%: 1.87-10.16; p<.001) times more likely of having a child who bullied others at school. Inductive discipline was not overall associated with bullying (p>.05). Examining each specific parental method within the power assertive/punitive discipline scale, mild forms of corporal punishment, such as spanking, and psychological aggression, either by the mother or the father, had the highest odds ratios. Being disciplined by a father figure who was not the biological father had more than twice the odds (OR=2.21; IC95%=1.25-3.91; p=.009) of the adolescent being a bully. Our study showed that bullying perpetration is strongly associated with common punitive practices used by parents to control their children’s behavior. More research is needed to identify the precise mechanisms by which family member may influence children's bullying behavior.

Made available in DSpace on 2015-09-25T12:21:36Z (GMT). No. of bitstreams: 1 GhislaineAlvesBarbosa.pdf: 488659 bytes, checksum: 9cfc602036919dfd22df76c21e16cdb4 (MD5) Previous issue date: 2006-11-10 / In spite of the progresses that happened along the social history (in Brazil specifically with the Federal Constitution of 1988), they last long in the days current rests of a culture of inequalities. In this context, the violence against the woman (physics, sexual and psychological), it assumes frightening proportions. Even with the implement of some public politics, as the Specialized Police stations in the attendance to the women, statistics demonstrate that the cases of violence against the woman and consequent impunity are growing. Such crimes are covered of peculiarities, as the subordination relationship among perpetrator/victim, and of this factor it elapses the fear of denouncing. It is also believed that the subject of the punishment is shown as important factor in this point, because when seeing your aggressor to render services to the community or to donate basic baskets as feather, by virtue of the institute of the "penal transaction", allowed in the Brazilian juridical order, the women are humiliated. Our research looked for to study the cases of women's aggression that process in the ambit of Criminal Special Court of Campina Grande - PB, analyzing the penalty imposed the aggressor in your legal aspects. It is noticed that most of the processes originating from of the Police Station of the Women that processed in Court was concluded with the victim's "cessation ", for the peculiarity of the crime and your circumstances and that we too much there was penal transaction. With the results of the research, it intends to contribute for the development of public politics and legislative reforms that are really effective in the woman's defense. / Apesar dos avanços que ocorreram ao longo da história social (no Brasil especificamente com a Constituição Federal de 1988), perduram nos dias atuais resquícios de uma cultura de desigualdades. Neste contexto, a violência contra a mulher (física, sexual e psicológica), assume proporções assustadoras. Mesmo com o implemento de algumas políticas públicas, como as Delegacias Especializadas no atendimento às mulheres, estatísticas demonstram que os casos de violência contra a mulher e conseqüente impunidade são crescentes. Tais crimes são revestidos de peculiaridades, como a relação de subordinação entre autor/vítima, e deste fator decorre o medo de denunciar. Acredita-se também que a questão da punição mostra-se como fator relevante neste ponto, pois ao ver seu agressor prestar serviços à comunidade ou doar cestas básicas como pena, em virtude do instituto da transação penal , permitido no ordenamento jurídico brasileiro, as mulheres sentem-se humilhadas. Nossa pesquisa buscou estudar os casos de agressão de mulheres que tramitam no âmbito do Juizado Especial Criminal de Campina Grande-PB, analisando a penalidade imposta ao agressor em seus aspectos legais. Percebe-se que a maioria dos processos oriundos da Delegacia das Mulheres que tramitaram no Juizado foram finalizados com a desistência da vítima, pela peculiaridade do crime e suas circunstâncias, e nos demais casos houve transação penal. Com os resultados da pesquisa, pretende-se contribuir para o desenvolvimento de políticas públicas e reformas legislativas que sejam realmente eficazes na defesa da mulher.