(Des)engajamento moral e atuação docente frente ao bullying escolar
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Data
2018-02-01
Autores
Daud, Rafael Petta [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Atualmente, os casos de bullying – forma de violência específica da relação entre pares – são frequentemente confundidos e desvalorizados pelos docentes, que não sabem como identifica-los e, muito menos, como neles intervir. Deste modo, as explicações que dão a estas situações podem revelar formas de Desengajamento Moral, imbricadas em suas justificativas para não agirem moralmente. A partir desta conjectura, este trabalho, um estudo exploratório de natureza quantitativa, se desenvolve em torno de três objetivos: reconhecer as estruturas autorreguladoras que se caracterizam como mecanismos de engajamento ou desengajamento moral frente a duas situações hipotéticas de bullying (uma com o enredo de uma vítima típica e outra com vítima provocadora), validando para tal um instrumento de larga escala construído especialmente para avaliar os engajamentos ou desengajamentos morais em adultos; comparar os níveis de qualidade moral das respostas obtidas por meio da aplicação de nosso instrumento de investigação a um grupo de professores que tiveram formações sobre o tema da convivência moral na escola e que experimentaram o movimento de implantação das Equipes de Ajuda em suas instituições de ensino (grupo COMFEA) e a outros que não tiveram esta oportunidade (grupo SEMFEA); comparar os resultados encontrados entre professores do Brasil e da Espanha, onde as práticas de implementação dos Sistemas de Ajuda já são consolidadas. Fazem parte desta amostra 328 professores vinculados a redes de Educação Básica do interior do Estado de São Paulo, selecionados a partir de uma escolha, em parte, aleatória, que constituíram a amostra brasileira, e 395 professores espanhóis compõem o grupo para o estudo intercultural. Destes, uma parcela é de professores escolhidos intencionalmente (55 brasileiros e 128 espanhóis), cujo critério de escolha foi terem passado pelo programa de formação de professores destacado. Como resultados principais, obtivemos a validação de nosso instrumento de investigação para as amostras brasileira e espanhola, a obtenção de respostas moralmente mais evoluídas a favor dos professores pertencentes ao grupo COMFEA, tanto no Brasil quanto na Espanha – embora neste último país a diferença entre os professores do grupo COMFEA e do grupo SEMFEA tenha sido menor do que a encontrada entre brasileiros – e níveis gerais de qualidade moral mais elevados nas respostas dos professores espanhóis do que nas dos docentes brasileiros, tanto quando comparados os respectivos grupos SEMFEAs quanto os grupos COMFEAs.
Currently, cases of bullying - a form of violence specific to the peer relationship - are often confused and devalued by teachers, who do not know how to identify them, much less how to intervene in them. Thus, the explanations given to these situations may reveal forms of Moral Disengagement, imbricated in their justifications for not acting morally. From this conjecture, this exploratory study of a quantitative nature develops around three objectives: to recognize the self-regulating structures that are characterized as mechanisms of engagement or moral disengagement against two hypothetical situations of bullying (one with the plot of a typical victim and a victim with a provocative victim), validating for this purpose a large scale instrument specially constructed to evaluate the moral engagements or disengagement in adults; to compare the levels of moral quality of the answers obtained through the application of our research instrument to a group of teachers who had formations on the subject of moral coexistence in the school and who experienced the movement of implantation of the Help Teams in their educational institutions (COMFEA group) and others who did not have this opportunity (SEMFEA group); comparing the results found between teachers from Brazil and Spain, where the practices of the implementation of the Aid Systems are already consolidated. This sample is comprised of 328 teachers linked to Basic Education networks in the interior of the State of São Paulo, selected from a random sample of the sample, and 395 Spanish teachers make up the group for intercultural study. Of these, a portion is of teachers chosen intentionally (55 Brazilians and 128 Spaniards), whose criterion of choice was to have passed the outstanding teacher training program. As main results, we obtained validation of our research instrument for the Brazilian and Spanish samples, obtaining more morally evolved answers in favor of teachers belonging to the COMFEA group, both in Brazil and in Spain - although in the latter country the difference between the teachers in the COMFEA group and the SEMFEA group were lower than those found among Brazilians - and overall higher levels of moral quality in the responses of Spanish teachers than in those of Brazilian teachers, both compared to the respective SEMFEA groups and COMFEA groups.
Currently, cases of bullying - a form of violence specific to the peer relationship - are often confused and devalued by teachers, who do not know how to identify them, much less how to intervene in them. Thus, the explanations given to these situations may reveal forms of Moral Disengagement, imbricated in their justifications for not acting morally. From this conjecture, this exploratory study of a quantitative nature develops around three objectives: to recognize the self-regulating structures that are characterized as mechanisms of engagement or moral disengagement against two hypothetical situations of bullying (one with the plot of a typical victim and a victim with a provocative victim), validating for this purpose a large scale instrument specially constructed to evaluate the moral engagements or disengagement in adults; to compare the levels of moral quality of the answers obtained through the application of our research instrument to a group of teachers who had formations on the subject of moral coexistence in the school and who experienced the movement of implantation of the Help Teams in their educational institutions (COMFEA group) and others who did not have this opportunity (SEMFEA group); comparing the results found between teachers from Brazil and Spain, where the practices of the implementation of the Aid Systems are already consolidated. This sample is comprised of 328 teachers linked to Basic Education networks in the interior of the State of São Paulo, selected from a random sample of the sample, and 395 Spanish teachers make up the group for intercultural study. Of these, a portion is of teachers chosen intentionally (55 Brazilians and 128 Spaniards), whose criterion of choice was to have passed the outstanding teacher training program. As main results, we obtained validation of our research instrument for the Brazilian and Spanish samples, obtaining more morally evolved answers in favor of teachers belonging to the COMFEA group, both in Brazil and in Spain - although in the latter country the difference between the teachers in the COMFEA group and the SEMFEA group were lower than those found among Brazilians - and overall higher levels of moral quality in the responses of Spanish teachers than in those of Brazilian teachers, both compared to the respective SEMFEA groups and COMFEA groups.
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Palavras-chave
Violência escolar, School violence, Bullying, Valores morais, Engajamentos e desengajamentos morais, Formação de professores, Moral values, Moral engagements and disengagement