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Advisor(s)
Abstract(s)
O bullying é uma forma de violência física ou psicológica, um comportamento antisocial
com carácter sistemático e intencional, de difícil detecção, que pode ter consequências
negativas para as crianças e jovens directa ou indirectamente envolvidos. Dada a actualidade do tema e a elevada incidência estimada deste fenómeno é pertinente reflectir sobre esta problemática nas escolas.
Este estudo exploratório pretende conhecer, através de uma investigação qualitativa, a
percepção de professores do fenómeno do bullying. Usando a técnica da entrevista,
recolheram-se dados relativos à percepção do professor sobre a detecção, prevenção e
combate ao bullying.
Os resultados apontam para a dificuldade sentida pelos professores em detectar o
bullying e revelam alguma incerteza e opiniões contraditórias ao tentar quantificar a prevalência do fenómeno. No entanto, são unânimes em reconhecer a importância da sua prevenção com o envolvimento de toda a comunidade educativa. Observou-se ainda que os professores pretendem contribuir para uma escola melhor evitando que o bullying se mantenha ou possa proliferar. Apontam como principais estratégias as metodologias activas
junto dos alunos: dinamização de debates, visionamento de filmes, role-play entre outros, considerando as Novas Áreas Curriculares não Disciplinares o espaço privilegiado para estas actividades. Salientam ainda a necessidade de formação adequada nesta área, para a implementação de projectos anti-bullying nas escolas adaptados à sua especificidade
Bullying is very often difficult to be detected. It is a psychological or physical violent an anti-social behaviour assuming a systematic and intentional pattern that might have negative consequences for all children and teenagers directly or indirectly involved. Considering the current agenda it becomes relevant to discuss this issue within the school environment. This exploratory qualitative research is supported by interviews on the phenomenon of bullying in schools: the perception of teachers in confining / predicting, preventing and combating it. The outcomes seem to point out the difficulties felt by the teachers in identifying bullying behaviours, they reveal some uncertainty and indecision and contradictory opinions trying to quantify the prevalence of this phenomenon schoolwide. Nevertheless, the results are unanimous acknowledging the importance of schoolwide efforts to prevent it with the commitment of the whole school community. The teachers are interested in contributing for a better and healthier school atmosphere avoiding the existence of bullying and hindering its proliferation in the future. To deal with such situation with students, teachers use as main strategies practical/active methodologies such as the promotion of debates, the projection of films, and role-playing (incidents of bullying reported or not) among others, turning the New Curriculum Areas the privileged place for these activities to be carried out. They still point out the necessity of providing extensive teacher and staff training in this area, in order to implement anti-bullying programmes at schools, adapted to each specific reality, to the social, economic and cultural characteristics of their population.
Bullying is very often difficult to be detected. It is a psychological or physical violent an anti-social behaviour assuming a systematic and intentional pattern that might have negative consequences for all children and teenagers directly or indirectly involved. Considering the current agenda it becomes relevant to discuss this issue within the school environment. This exploratory qualitative research is supported by interviews on the phenomenon of bullying in schools: the perception of teachers in confining / predicting, preventing and combating it. The outcomes seem to point out the difficulties felt by the teachers in identifying bullying behaviours, they reveal some uncertainty and indecision and contradictory opinions trying to quantify the prevalence of this phenomenon schoolwide. Nevertheless, the results are unanimous acknowledging the importance of schoolwide efforts to prevent it with the commitment of the whole school community. The teachers are interested in contributing for a better and healthier school atmosphere avoiding the existence of bullying and hindering its proliferation in the future. To deal with such situation with students, teachers use as main strategies practical/active methodologies such as the promotion of debates, the projection of films, and role-playing (incidents of bullying reported or not) among others, turning the New Curriculum Areas the privileged place for these activities to be carried out. They still point out the necessity of providing extensive teacher and staff training in this area, in order to implement anti-bullying programmes at schools, adapted to each specific reality, to the social, economic and cultural characteristics of their population.
Description
Keywords
Violência escolar Bullying Prevenção - Programas de intervenção Programas de intervenção - Estratégias