Teacher's experience in identifying bullying at school

Introduction: Currently, bullying is one of the main forms of violence in schools, and can cause severe psychological and physical damage to its victims. The insertion of the teacher has been identified as the crucial factor in facing and solving the problem. Objective: The aim of this study was to...

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Principais autores: Marques Bottós, Aretuza, Alves Costa, Adriana, José Ísper Garbin, Artênio, Adas Saliba, Tânia, Adas Saliba Garbin, Cléa
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/rcp/article/view/21911
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institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Marques Bottós, Aretuza
Alves Costa, Adriana
José Ísper Garbin, Artênio
Adas Saliba, Tânia
Adas Saliba Garbin, Cléa
spellingShingle Marques Bottós, Aretuza
Alves Costa, Adriana
José Ísper Garbin, Artênio
Adas Saliba, Tânia
Adas Saliba Garbin, Cléa
Teacher's experience in identifying bullying at school
author_facet Marques Bottós, Aretuza
Alves Costa, Adriana
José Ísper Garbin, Artênio
Adas Saliba, Tânia
Adas Saliba Garbin, Cléa
author_sort Marques Bottós, Aretuza
title Teacher's experience in identifying bullying at school
title_short Teacher's experience in identifying bullying at school
title_full Teacher's experience in identifying bullying at school
title_fullStr Teacher's experience in identifying bullying at school
title_full_unstemmed Teacher's experience in identifying bullying at school
title_sort teacher's experience in identifying bullying at school
description Introduction: Currently, bullying is one of the main forms of violence in schools, and can cause severe psychological and physical damage to its victims. The insertion of the teacher has been identified as the crucial factor in facing and solving the problem. Objective: The aim of this study was to verify the teacher's experience in recognizing bullying in the classroom. Methodology: This is a descriptive cross-sectional study, consisting of 73 teachers who work with children aged 10 to 12 years, from a total of 138 educators, from 22 public schools in a city in the interior of the state of São Paulo . For data collection, a mixed questionnaire was applied and for the interpretation of results, frequency and content analysis were used. Results: Of the total participants, 83.5% had up to 10 years of work as a teacher and 72.6% said they had witnessed episodes of discrimination and / or violence among adolescents in the classroom, where 86.3% stressed feeling sad, indignation and revolt at such acts. In relation to the attitude they would take in the face of bullying, dialogue prevailed as being the most effective measure, emphasizing that encouraging parents' participation in their children's lives would favor the improvement of behavior. Conclusions: It is concluded that educators identify bullying in the classroom and feel sad about the situation, considering the dialogue and the participation of the family in the children's lives as essential factors in combating the problem.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2021
url https://periodicos.ufrn.br/rcp/article/view/21911
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spelling oai:periodicos.ufrn.br:article-219112021-09-13T11:53:36Z Teacher's experience in identifying bullying at school Experiencia del profesor en la identificación del acoso escolar EXPERIÊNCIA DO PROFESSOR NA IDENTIFICAÇÃO DO BULLYING NA ESCOLA Marques Bottós, Aretuza Alves Costa, Adriana José Ísper Garbin, Artênio Adas Saliba, Tânia Adas Saliba Garbin, Cléa Introduction: Currently, bullying is one of the main forms of violence in schools, and can cause severe psychological and physical damage to its victims. The insertion of the teacher has been identified as the crucial factor in facing and solving the problem. Objective: The aim of this study was to verify the teacher's experience in recognizing bullying in the classroom. Methodology: This is a descriptive cross-sectional study, consisting of 73 teachers who work with children aged 10 to 12 years, from a total of 138 educators, from 22 public schools in a city in the interior of the state of São Paulo . For data collection, a mixed questionnaire was applied and for the interpretation of results, frequency and content analysis were used. Results: Of the total participants, 83.5% had up to 10 years of work as a teacher and 72.6% said they had witnessed episodes of discrimination and / or violence among adolescents in the classroom, where 86.3% stressed feeling sad, indignation and revolt at such acts. In relation to the attitude they would take in the face of bullying, dialogue prevailed as being the most effective measure, emphasizing that encouraging parents' participation in their children's lives would favor the improvement of behavior. Conclusions: It is concluded that educators identify bullying in the classroom and feel sad about the situation, considering the dialogue and the participation of the family in the children's lives as essential factors in combating the problem. Introducción: Actualmente, el acoso escolar es una de las principales formas de violencia en las escuelas y puede causar graves daños psicológicos y físicos a sus víctimas. La inserción del maestro ha sido identificada como el factor crucial para enfrentar y resolver el problema. Objetivo: El objetivo de este estudio fue verificar la experiencia del maestro al reconocer el acoso escolar escolar y en el aula. Metodología: Este es un estudio transversal descriptivo, compuesto por 73 maestros que trabajan con niños de 10 a 12 años, de un total de 138 educadores, de 22 escuelas públicas en una ciudad del interior del estado de São Paulo. Para la recolección de datos, se aplicó un cuestionario mixto y para la interpretación de los resultados, se utilizaron análisis de frecuencia y contenido. Resultados: Del número total de participantes, el 83.5% tenía hasta 10 años de trabajo docente y el 72.6% dijo haber presenciado episodios de discriminación y / o violencia entre los adolescentes en el aula, donde el 86.3% enfatizó sentirse triste, indignado y asqueado por tales actos. En relación con la actitud que adoptarían ante el acoso escolar, el diálogo prevaleció como la medida más efectiva, enfatizando que alentar la participación de los padres en la vida de sus hijos favorecería la mejora del comportamiento. Conclusiones: Se concluye que los educadores identifican el acoso escolar en el aula y sentirse triste por la situación, considerando el diálogo y la participación de la familia en la vida de los niños como factores esenciales para combatir el problema. Introdução: Atualmente, o bullying é uma das principais formas de violência nas escolas, podendo provocar severos danos psicológicos e físicos em suas vítimas. A inserção do professor tem sido apontada como o fator crucial no enfrentamento e na resolução da problemática. Objetivo: Objetivou-se neste estudo, verificar a experiência do professor no reconhecimento do bullying e na sala de aula. Metodologia: Trata-se de um estudo transversal descritivo, composto por 73 professores que atuam com crianças na faixa etária de 10 a 12 anos, de um total de 138 educadores, de 22 escolas da rede pública estadual de um município do interior do estado de São Paulo. Para a coleta de dados, aplicou-se um questionário misto e para a interpretação dos resultados, utilizou-se a frequência e análise de conteúdo. Resultados: Do total de participantes, 83,5% tinham até 10 anos de trabalho como professor e 72,6% afirmou já ter presenciado episódios de discriminação e/ou violência entre os adolescentes na sala de aula, onde 86,3% salientou sentir tristeza, indignação e revolta diante de tais atos. Em relação à atitude que tomariam diante ao bullying, prevaleceu o diálogo como sendo a medida mais eficaz, ressaltando ainda que o incentivo a participação dos pais na vida dos filhos favoreceria a melhora do comportamento. Conclusões: Conclui-se que os educadores identificam o bullying na sala de aula e se sentem tristes diante da situação, considerando o diálogo e a participação da família na vida das crianças como fatores essenciais no combate ao problema. Portal de Periódicos Eletrônicos da UFRN 2021-08-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos Pares application/pdf https://periodicos.ufrn.br/rcp/article/view/21911 Revista Ciência Plural; v. 7 n. 3 (2021): Revista Ciência Plural; 16-29 2446-7286 10.21680/2446-7286.2021v7n3 por https://periodicos.ufrn.br/rcp/article/view/21911/14655 Copyright (c) 2021 Revista Ciência Plural

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