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Previous issue date: 2016-12-13 / This is a qualitative study on the role of school and family in identifying Bullying occurrence
in a military school in Bras??lia, Brazil. It aims to understand how teenagers perceive their
relationship to family and school and Bullying occurrence in their school. Theoretical basis
was Systemic Structural Theory and some other researchers on the theme. The subjects
surveyed were four students from the 9th grade of elementary school, aged 13 to 15 years,
who passed through the School Guidance Service and a history of involvement with bullying,
as victims, as aggressors or as spectators. None of them had previous direct contact with the
researcher. For data collection, we used two instruments: a documental analysis script in the
School Guidance Service aiming to identify cases of bullying and a semi-structured interview
script. Initially we carried out a survey on the students' records and asked parents by
telephone to authorize their children to participate in the research. Afterwards we scheduled
individual interviews to the students, which lasted, on average, an hour. To analyze the data,
we employed Gonz??les Rey???s qualitative epistemology and we raised indicators that allowed
to propose four zones of sense. We called the first one as Occurrence of Bullying in Military
School of Brasilia. This zone describes the surveyed students and their perception on bullying
occurrence in the school, as well their concepts and feelings concerning to bullying. In this
zone, he results pointed out that all the subjects unanimously have identified bullying cases in
the school context and all of them reported having experienced situations characteristics of
bullying. In their opinion, these situations occur in the recess, in the intervals and in the
Physical Education classes. Most of the surveyed students report that the aggressors are often
older than the victim. They consider s bullying any form of violence occurred in the school.
The second zone was named Family model of Military School of Brasilia in which we sought
to identify how adolescents perceive values, rules, roles and authority in their family context.
He results showed that the family has deep influence in the teenager formation and decision
making. Hey reported a good relationship to their parents. In the families, there is a division
of tasks between all the members. The adolescents also demonstrated to live with the reality
of limits in a very natural way, in matters such as asking permission to leave home schedules,
discipline and their report allowed us to conclude that they are functional families. In the third
zone, Partnership family-school, we sought to understand the relationship between the
families and the school and their attitude against bullying, the establishment of rules and
authority in both institutions. The students reported a harmonic relationship between the two
institutions. They said that sometimes there are problems but parents and school solve
together and everyone gains with new learning. They unanimously reported punishments both
in school and in family e and they deal well with this situation. Finally, the fourth zone
Discipline and limits are important to our future, aimed to know the expectations of the
students related to the disciplinary and pedagogical model of the surveyed school. Developing
a conscientious discipline with moral and ethical values, clear and well established rules,
limits and authority was considered as positives aspects. They reported that these issues are
important for their professional formation and for a better future. Their positions reinforce
that it is essential that the school develops the competences related to teaching, but also
healthy habits of behavior and discipline. The research allowed us to reflect on the urgency of
the partnership between school and family to achieve the social wellbeing of all the involved
people. / O tema desta pesquisa, de natureza qualitativa, ?? o papel da escola e da fam??lia na ocorr??ncia
e identifica????o de bullying em uma escola com disciplina militar. Seu objetivo foi
compreender a percep????o dos adolescentes sobre suas rela????es familiares e com a escola e a
ocorr??ncia do bullying na escola que frequentam. Tem como referencial e te??rico a Teoria
Estrutural Sist??mica e autores que estudam a quest??o do bulliyng. Os sujeitos pesquisados
foram quatro alunos pertencentes 9?? ano do Ensino Fundamental, com idades entre 13 a15
anos, que passaram pelo Servi??o de Orienta????o Escolar (SOE) com hist??rico de envolvimento
com o bullying, como v??timas, como agressores ou como espectadores. Nenhum deles tinha
contato direto com a pesquisadora. Os dados foram coletados a partir de dois instrumentos:
um roteiro de an??lise documental para identificar casos de bullying junto ao SOE; e um
roteiro semiestruturado de entrevista. Inicialmente foi realizado um levantamento nas fichas
dos alunos Foi solicitada aos pais, por telefone, autoriza????o para os filhos participarem da
pesquisa e a assinatura do TCLE. Em seguida, foram agendadas entrevistas individuais, que
duraram, em m??dia, uma hora. Para a an??lise dos dados foi utilizada a epistemologia
qualitativa de Gonz??lez Rey e levantados indicadores que possibilitaram a constru????o de
quatro zonas de sentido. A primeira, denominada, Ocorr??ncia de Bullying no CMB descreve
os sujeitos pesquisados e sua percep????o sobre a ocorr??ncia de bullying na escola pesquisada;
bem como os conceitos, as situa????es e sentimentos com rela????o ao bullying. Nesta zona de
sentido, os resultados mostraram que, que na percep????o un??nime dos sujeitos, o bullying
existe no contexto escolar, e todos relataram ter vivenciado situa????es caracter??sticas. Tais
situa????es acontecem, segundo os entrevistados, no recreio, nos intervalos e nas aulas de
Educa????o F??sica. A maioria dos alunos pesquisados relata nas fichas existentes na SOE que os
agressores costumam ser mais velhos do que o colega agredido. No que tange ao conceito de
bullying, para eles, qualquer forma de viol??ncia ocorrida na escola ?? caracterizada por
bullying. Na segunda zona, denominada Modelo familiar dos alunos do CMB, buscou-se
identificar como o adolescente/aluno percebe valores, regras, pap??is e autoridade no seu
contexto familiar. Os resultados mostraram que a fam??lia os influencia nas tomadas de decis??o
e na sua forma????o. Os adolescentes relataram um bom relacionamento com seus pais. Nas
fam??lias, existe uma divis??o de tarefas entre todos os membros. Os adolescentes tamb??m
demonstraram conviver com a realidade de limites de maneira bem natural, em assuntos como
pedir permiss??o para sair de casa hor??rios, disciplina e, pelo relato deles, p??de-se concluir que
s??o fam??lias funcionais. Na terceira zona de sentido, intitulada Parceria fam??lia/escola,
buscou-se conhecer a rela????o fam??lia e escola no que diz respeito ?? suas atitudes frente a
pr??tica do bullying, o estabelecimento de regras e uso de autoridade nestas duas institui????es.
Os sujeitos pesquisados relataram a exist??ncia de uma rela????o harmoniosa entre fam??lia e
escola. Falam que, ??s vezes, existem problemas, entretanto pais e escola resolvem juntos e
todos ganham com novos aprendizados. Os sujeitos foram un??nimes ao relatar a exist??ncia de
puni????o tanto na escola quanto na fam??lia e lidam de forma natural com a situa????o.
Finalmente, na quarta zona, A disciplina e as regras da escola s??o importantes para o nosso
futuro, buscou-se conhecer as expectativas dos alunos quanto ao modelo disciplinar e
pedag??gico do CMB. O desenvolvimento da disciplina consciente, valores morais e ??ticos,
regras claras, imposi????o de limites e autoridade foram considerados como pontos positivos.
Apontaram tamb??m que esses pontos s??o importantes para a forma????o profissional, e
consequentemente um futuro melhor. Suas coloca????es refor??am que ?? imprescind??vel que
escola desenvolva as compet??ncias relacionadas ao ensino, mas tamb??m h??bitos saud??veis de
comportamento e de disciplina. A pesquisa trouxe uma reflex??o sobre a parceria escola e
fam??lia para o bem-estar social de todos se faz cada vez mais urgente.
| Identifer | oai:union.ndltd.org:IBICT/oai:bdtd.ucb.br:tede/2159 |
| Date | 13 December 2016 |
| Creators | Ara??jo, Maria Abadia Machado |
| Contributors | Penso, Maria Aparecida |
| Publisher | Universidade Cat??lica de Bras??lia, Programa Strictu Sensu em Psicologia, UCB, Brasil, Escola de Sa??de e Medicina |
| 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:Biblioteca Digital de Teses e Dissertações da UCB, instname:Universidade Católica de Brasília, instacron:UCB |
| Rights | info:eu-repo/semantics/openAccess |
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