MEMÓRIAS DE BULLYING NA TRAJETÓRIA ESCOLAR DOS ESTUDANTES DA LICENCIATURA EM BIOLOGIA: CAMINHOS INVESTIGATIVOS PARA A EDUCAÇÃO SOCIAL
DOI:
https://doi.org/10.25746/ruiips.v5.i3.14529Keywords:
Bullying, Educação Social, Ensino superior, Social Education, Higher educationAbstract
RESUMO
O presente artigo descreve parte de uma investigação que procurou estudar a existência de bullying no percurso escolar de estudantes do Instituto Federal de Brasília. A metodologia combinou uma abordagem quantitativa e qualitativa, com recurso à aplicação de questionários e de entrevistas semiestruturadas. A amostra, recolhida aleatoriamente, foi constituída por 56 estudantes, dos 132 matriculados na licenciatura de Biologia no ano de 2015. Foram aplicados os questionários à totalidade da amostra, sendo, numa segunda fase, sorteados 6 estudantes para serem sujeitos a uma entrevista, as quais foram tratadas posteriormente, através de análise de conteúdo. Entre os resultados obtidos, verificou-se a presença de comportamentos de bullying nos anos iniciais da vida escolar, nomeadamente diretos e verbais entre os estudantes mas também comportamentos de carácter psicológico, de natureza indireta e, por isso, mais velados. Esse tipo de bullying, leva a que a vítima se isole e sofra, mesmo sendo adulta. Danos semelhantes têm sido identificados noutras investigações, pelo que, face aos nossos resultados, esta problemática assume particular relevância na intervenção do educador social.
ABSTRACT
This article describes part of a study that investigated the existence of bullying in the students' course of the Federal Institute of Brasilia. The methodology combined a quantitative and qualitative approach, using questionnaires and semi-structured interviews. The sample, randomly collected, consisted of 56 students, out of the 132 in the biology degree in 2015. The questionnaires were applied to the whole sample, and in a second phase, 6 students were randomly selected to be interviewed. This material was later analyzed through content analysis. Among the results obtained, we verified the presence of bullying behaviors in the initial years of school life, namely direct and verbal among the students, but also psychological and indirect behavior. This type of bullying leads to the victim becoming isolated and suffering, even as an adult. Similar damages have been identified in other investigations, so, in view of our results, this problem is of particular relevance in the intervention of the social educator.
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