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Previous issue date: 2009-07-10 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / The school bullying involves all aggressive, intentional, repetitive attitudes, occurring without apparent motivation, adopted by one or more students against another (s) causing pain and anguish, and implemented within an unequal relationship of power, making possible the intimidation of the victim. Its expressions involve defamatory rumors, discrimination, theft or damage to property, harassment, threats, beatings, isolation, exclusion of a person or group, intimidation, intolerance and disrespect. In this study, we sought to identify the design educators have about the bullying, and are known by what means are aware of the problem, is involved when identifying cases of bullying and how to give this speech. This study used for data collection a questionnaire applied to 107 educators from 14 private schools in Natal / RN, who received statistical treatment in the program SPSS and the results analyzed in the light outside of a social and historical reference. Among the results, we found that 83% of the interviewed educators has at least heard about bullying, and the information about the problem are mainly the media, like television, newspapers and magazines. The educators said that the surname and physical attacks are more frequent outbreaks of violence among students and also the most common complaints when they look for help. The necessity for intervention when it identifies a case of bullying is present in 97.03% of respondents and 73.27% of educators are also called by students or school officials to remedy the situations of bullying among students. On the forms of intervention employed, the most common is the conversation and warning the students involved. It is suggested that the intensification of studies related to the subject and the development of actions and programs antibullying involving the school community (educators, parents, students, employees), in partnership with social segments like Tutelar Council and others related to the protection of children and adolescent / O bullying escolar envolve todas as atitudes agressivas, intencionais e repetitivas que acontecem sem motiva??o evidente, adotadas por um ou mais estudantes contra outro (s) causando dor e ang?stia, e executadas dentro de uma rela??o desigual de poder, tornando poss?vel a intimida??o da v?tima. Suas manifesta??es envolvem boatos difamat?rios, apelidos, discrimina??o, furto ou danifica??o de pertences, persegui??es, amea?as,
agress?es f?sicas, isolamento, exclus?o de uma pessoa ou grupo, intimida??o, intoler?ncia e desrespeito. Neste estudo, buscou-se identificar a concep??o que os educadores t?m sobre o bullying, se conhecem e atrav?s de quais meios tomaram conhecimento do problema, se interv?m quando identificam casos de bullying e como se d? tal interven??o. Foi utilizado para coleta dos dados um question?rio, aplicado a 107 educadores de 14 escolas particulares de Natal/RN. Os dados receberam tratamento estat?stico no programa SPSS e seus resultados foram analisados ? luz de um referencial social e hist?rico. Entre
os resultados, encontrou-se que 83% dos educadores entrevistados j? ouviram ao menos falar em bullying, sendo que as informa??es sobre o problema v?m principalmente dos meios de comunica??o, como televis?o, jornais e revistas. Os educadores afirmaram que
os apelidos, xingamentos e agress?es f?sicas s?o as manifesta??es de viol?ncia mais freq?entes entre os alunos e tamb?m as queixas mais comuns quando estes procuram por ajuda. A necessidade de interven??o quando se identifica um caso de bullying foi relatada
por 97,03% dos entrevistados, sendo que 73,27% dos educadores j? foram inclusive chamados por alunos ou funcion?rios da escola para remediarem as situa??es de bullying entre alunos. Sobre as formas de interven??o empregadas, a mais comum foi a conversa e
advert?ncia aos alunos envolvidos. Sugere-se a intensifica??o de estudos relacionados ao
assunto e o desenvolvimento de a??es e programas antibullying que envolvam a comunidade escolar (educadores, pais, alunos, funcion?rios), em parceria com segmentos sociais: Conselho Tutelar e demais ?rg?os ligados ? prote??o da crian?a e do adolescente
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/17437 |
| Date | 10 July 2009 |
| Creators | Jorge, Samia Dayana Cardoso |
| Contributors | CPF:21447527453, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4762975E2&dataRevisao=null, Pontes, Reinaldo Nobre, CPF:16670892268, Amarilha, Marly, CPF:10790926172, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787000J8, Campos, Herculano Ricardo |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Psicologia, UFRN, BR, Psicologia, Sociedade e Qualidade de Vida |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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