Ações educativas aplicadas por professores em alunos do 6º ano do Ensino Fundamental para a redução do bullying
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Data
2012-07-27
Autores
Pingoello, Ivone [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho teve como objetivo realizar ações educativas visando a prevenção e intervenção ao bullying escolar. Os participantes foram alunos de cinco turmas do 6º ano de uma escola pública estadual e oito professores que lecionam nestas turmas. A metodologia foi constituída por: método observacional em contexto natural que foram divididos em dois momentos, o primeiro para levantar os perfis das turmas pesquisadas e o segundo para observar os perfis dos alunos que apresentaram comportamentos de risco para a prática de bullying indicados pelos professores; aplicação de dois questionários para professores e dois questionários para os alunos das turmas pesquisadas, os dois primeiros questionários aplicados em ambos os grupos se destinaram à verificação da realidade encontrada no início dos trabalhos no ambiente de pesquisa quanto a incidência do bullying em sala de aula bem como as dificuldades e necessidades de atuação dos professores sobre o fenômeno; os dois últimos questionários tiveram como objetivos a mensuração, análise e avaliação final dos trabalhos realizados. As ações educativas foram desenvolvidas por meio de encontros com os professores, os conhecimentos adquiridos nos encontros formaram a base de atuação dos professores nas realizações de atividades antibullying em sala de aula com a participação dos seus alunos. Nos resultados os dados analisados mostraram que no início de nossas atividades a realidade observada era a de que os oito professores não sabiam lidar com o bullying em sala de aula e a maior dificuldade declarada foi a falta de conhecimento como também a maior necessidade apresentada por eles foi o recebimento de informações a respeito do fenômeno, bem como formas de procedimentos na sua prevenção e intervenção. Nessa ocasião, no grupo de alunos estudados...
This work aims to perform educational activities aimed at prevention and intervention in school bullying. Participants were students from five classes in the 6th grade of a state school and eight teachers who teach these classes. The methodology constituted of: observational method in the natural context were divided into two phases, the first to raise the profiles of the groups surveyed and the second to watch profiles of students who have risk behaviors for bullying by teachers indicated; two questionnaires were applied to the teachers and two to the students of the groups being researched. The first questionnaire for both groups was intended to verify the actual situation found in the beginning of the study in the research environment and the incidence of bullying in the classroom and the difficulties and the needs of the teachers about the phenomenon, the second questionnaire was aimed at measuring, testing and final evaluation of the work. The educational activities were developed through meetings with teachers; the knowledge gained at the meetings formed the basis of performance of teachers in carrying out anti-bullying activities in the classroom with the participation of their students. In the results, the analyzed data showed that in the beginning of our activities the reality observed was that none of the eight teachers knew how to deal with bullying in the classroom and the biggest difficulty declared was the lack of knowledge as well as the biggest necessity shown was getting information about the phenomenon and finding ways to prevent and intervene it. In this occasion there were 32% of students who admitted mistreating assiduously schoolmates and 69% who claimed being victims this type of action among the students of the study group. The final situation shown by the second questionnaire was the eight teachers... (Complete abstract click electronic access below)
This work aims to perform educational activities aimed at prevention and intervention in school bullying. Participants were students from five classes in the 6th grade of a state school and eight teachers who teach these classes. The methodology constituted of: observational method in the natural context were divided into two phases, the first to raise the profiles of the groups surveyed and the second to watch profiles of students who have risk behaviors for bullying by teachers indicated; two questionnaires were applied to the teachers and two to the students of the groups being researched. The first questionnaire for both groups was intended to verify the actual situation found in the beginning of the study in the research environment and the incidence of bullying in the classroom and the difficulties and the needs of the teachers about the phenomenon, the second questionnaire was aimed at measuring, testing and final evaluation of the work. The educational activities were developed through meetings with teachers; the knowledge gained at the meetings formed the basis of performance of teachers in carrying out anti-bullying activities in the classroom with the participation of their students. In the results, the analyzed data showed that in the beginning of our activities the reality observed was that none of the eight teachers knew how to deal with bullying in the classroom and the biggest difficulty declared was the lack of knowledge as well as the biggest necessity shown was getting information about the phenomenon and finding ways to prevent and intervene it. In this occasion there were 32% of students who admitted mistreating assiduously schoolmates and 69% who claimed being victims this type of action among the students of the study group. The final situation shown by the second questionnaire was the eight teachers... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Crianças - Conduta, Assédio, Professores - Formação
Como citar
PINGOELLO, Ivone. Ações educativas aplicadas por professores em alunos do 6º ano do Ensino Fundamental para a redução do bullying. 2012. 323 p. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências de Marília, 2012.