Respeito, justiça e solidariedade no coração de quem ajuda: valores morais e protagonismo entre alunos para combater o bullying
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Data
2019-02-25
Autores
Bomfim, Sanderli Aparecida Bicudo [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O bullying, dentre tantas situações de violência, tem gerado preocupação, em educadores, pais e, também, no Poder Público, que sancionou a Lei Antibullying (13185/2015) e que foi incorporada, mais recentemente, à LDB. Tal lei não inaugura o combate a esse tipo de violência, mas instaura a necessidade e urgência de se compreender melhor o fenômeno e os mecanismos psicológicos que o envolve, já que aponta para a urgência de se organizar práticas de prevenção e intervenção em instituições educativas, como a implantação de SAIs (Sistemas de Apoio entre Iguais), que têm sido avaliadas por diferentes investigações como mais eficazes para essa função de combater o bullying. Assim, a presente pesquisa, de caráter exploratório, teve como objetivos comparar o modo de adesão a valores morais – o respeito, a justiça e a solidariedade – entre três grupos de jovens: alunos membros de Equipes de Ajuda e alunos que não são membros de Equipes de Ajuda em escolas com a implantação deste SAI, e alunos de escolas que não tem as Equipes de Ajuda implantadas; verificar se a adesão ao valor do respeito em situações hipotéticas de bullying está mais relacionada à adesão ao valor da justiça ou da solidariedade; verificar se existe diferença nessa relação para supostas situações de respeito em que há bullying e em que não há; e, por fim, analisar se há diferenças nas respostas em relação ao gênero. Nossa amostra, escolhida por conveniência, contou com a participação de 2513 adolescentes do Fundamental II, de escolas particulares do estado de São Paulo. Ela foi composta por três grupos, sendo 131 alunos, escolhidos intencionalmente por serem membros das Equipes de Ajuda (SAIs), 1235 que não são membros das Equipes de Ajuda, mas são alunos de escolas onde este SAI foi implantado e 1147 alunos de escolas que não tem as Equipes de Ajuda implantadas. Para atender aos objetivos, o instrumento utilizado foi um questionário, composto por perguntas fechadas e dividido em duas partes. A primeira englobou questões de caracterização, na qual se inseriu também a frequência de bullying e a variável participar ou não das Equipes de Ajuda. A segunda parte contou com uma adaptação do instrumento validado pela Fundação Carlos Chagas que investigou a adesão aos valores morais da justiça, respeito, solidariedade e convivência democrática, através de situações. Os dados apontaram que os alunos participantes de Equipes de Ajuda apresentaram-se em níveis de melhor adesão aos valores em questão e que a adesão ao valor do respeito está mais relacionada ao valor da solidariedade do que da justiça. As análises com relação ao gênero apontaram que são as mulheres que compõem a maioria daqueles que fazem parte das Equipes de Ajuda. Se pesquisas diversas apontam a falta de valores morais em situações de bullying, essa pesquisa veio somar-se aos esforços de se compreender a adesão aos valores morais em adolescentes, bem como de apresentar uma estratégia eficaz de fomentar tais valores nos jovens que atuam de maneira protagonista na convivência e, também, naqueles que participam de ambientes onde os SAIs estão implantados.
Bullying, among so many situations of violence, has generated concern, among educators, parents and, also, in the Public Power, which sanctioned the Anti-Bullying Law (13185/2015) and was most recently incorporated into LDB. Such law does not inaugurate the fight against this type of violence, but it establishes the need and urgency to better understand the phenomenon and the psychological mechanisms that surround it, since it points to the urgency of organizing prevention and intervention practices in educational institutions, such as the implementation of SAIs (Peer Support), which have been evaluated by different investigations as an effective way of combating bullying. Thus, the present exploratory research aimed to compare the way of adhering to moral values - respect, justice and solidarity - among three groups of young people: students who are members of Help Teams and students who are not members of Help Teams in schools with the implementation of this SAI, and students from schools that do not have the Help Teams implanted; to verify if adherence to the value of respect in hypothetical situations of bullying is more related to adherence to the value of justice or solidarity; check if there is a difference in this relation to supposed situations of respect in which there is bullying and in which there is not; and, finally, to analyze if there are differences in the answers regarding the gender. Our sample, chosen for convenience, had the participation of 2513 adolescents from Elementary II, from private schools in the state of São Paulo. It was composed of three groups, 131 students, intentionally chosen to be members of the Help Teams (SAIs), 1235 who are not members of the Help Teams, but are students from schools where this SAI was functioning and 1147 students from schools you do not have Help Teams deployed. To meet the objectives, the instrument used was a questionnaire, composed of objective questions and divided into two parts. The first included questions of characterization, in which also included the frequency of bullying and the variable to participate or not of the Help Teams. The second part had an adaptation of the instrument validated by the Carlos Chagas Foundation, which investigated adherence to the moral values of justice, respect, solidarity and democratic coexistence through situations. The data showed that the students participating in the Help Teams were at levels of better adherence to those values and that the adherence to the value of respect is more related to the value of solidarity than of justice. Gender analysis has pointed out that it is the women who make up the majority of those who are part of the Help Teams. If several researches point to the lack of moral values in bullying situations, this research has added to the efforts to understand adherence to moral values in adolescents, as well as to present an effective strategy to nourish such values in young people who have a protagonist way of acting in the coexistence and also in those who participate in environments where SAIs are implemented.
Bullying, among so many situations of violence, has generated concern, among educators, parents and, also, in the Public Power, which sanctioned the Anti-Bullying Law (13185/2015) and was most recently incorporated into LDB. Such law does not inaugurate the fight against this type of violence, but it establishes the need and urgency to better understand the phenomenon and the psychological mechanisms that surround it, since it points to the urgency of organizing prevention and intervention practices in educational institutions, such as the implementation of SAIs (Peer Support), which have been evaluated by different investigations as an effective way of combating bullying. Thus, the present exploratory research aimed to compare the way of adhering to moral values - respect, justice and solidarity - among three groups of young people: students who are members of Help Teams and students who are not members of Help Teams in schools with the implementation of this SAI, and students from schools that do not have the Help Teams implanted; to verify if adherence to the value of respect in hypothetical situations of bullying is more related to adherence to the value of justice or solidarity; check if there is a difference in this relation to supposed situations of respect in which there is bullying and in which there is not; and, finally, to analyze if there are differences in the answers regarding the gender. Our sample, chosen for convenience, had the participation of 2513 adolescents from Elementary II, from private schools in the state of São Paulo. It was composed of three groups, 131 students, intentionally chosen to be members of the Help Teams (SAIs), 1235 who are not members of the Help Teams, but are students from schools where this SAI was functioning and 1147 students from schools you do not have Help Teams deployed. To meet the objectives, the instrument used was a questionnaire, composed of objective questions and divided into two parts. The first included questions of characterization, in which also included the frequency of bullying and the variable to participate or not of the Help Teams. The second part had an adaptation of the instrument validated by the Carlos Chagas Foundation, which investigated adherence to the moral values of justice, respect, solidarity and democratic coexistence through situations. The data showed that the students participating in the Help Teams were at levels of better adherence to those values and that the adherence to the value of respect is more related to the value of solidarity than of justice. Gender analysis has pointed out that it is the women who make up the majority of those who are part of the Help Teams. If several researches point to the lack of moral values in bullying situations, this research has added to the efforts to understand adherence to moral values in adolescents, as well as to present an effective strategy to nourish such values in young people who have a protagonist way of acting in the coexistence and also in those who participate in environments where SAIs are implemented.
Descrição
Palavras-chave
Valores morais, Desenvolvimento moral, Bullying, Moral values, Moral development, Sistemas de apoio entre Iguais, Peer support