As interfaces entre a superdotação e o bullying no contexto escolar
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Data
2018-08-10
Autores
Silva, Alex Almeida da
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Universidade Estadual Paulista (Unesp)
Resumo
O bullying se revela através de ações violentas contra um mesmo indivíduo e de maneira constante. O alvo do bullying sofre danos físicos e psicológicos, os quais influenciam diretamente seu desempenho escolar, assim como a sua relação com amigos, familiares e a comunidade que o cerca, desenvolvendo um sentimento de exclusão social. Este trabalho teve por objetivo analisar as interfaces entre a superdotação e o bullying, dentro do contexto escolar, partindo da hipótese de que mitos e preconceitos em torno das altas habilidades contribuem para que o superdotado se envolva com bullying. Foram realizadas entrevistas gravadas com estudantes já identificados com altas habilidades/superdotação e os quais frequentam o CEDET (Centro para o Desenvolvimento do Potencial e Talento), localizado em um município de médio porte do interior do Estado de São Paulo. Os informantes foram compostos por dez estudantes do Ensino Fundamental II; as entrevistas seguiram um roteiro semiestruturado e depois foram transcritas, em sua totalidade. Antes da concretização das entrevistas, promoveu-se um estudo-piloto, o qual contribuiu para um aperfeiçoamento do roteiro semiestruturado. A organização e a análise dos dados partiram de uma leitura geral das respostas obtidas, separando-se as informações coletadas, dialogando-se com o referencial teórico e as reorganizaram, de acordo com os pontos indicados nos objetivos do estudo. Nesse sentido, a análise de conteúdo da Bardin, aliada à revisão proposta por Gomes, surgiu como meio para desmistificar a informação imediatamente dada, explicá-la na sua complexidade e no seu conjunto de mediações. Os resultados apontam que o superdotado pode assumir o papel de vítima, agressor e/ou vítima passiva, em uma situação de bullying. A pesquisa enfatizou que algumas características da superdotação podem contribuir para que o superdotado lide melhor com as consequências do bullying, possa assumir uma postura intervencionista, ao presenciar uma situação de bullying, e as áreas de dotação podem influenciar na maneira com que o superdotado realiza as agressões, quando assume o papel de agressor. Foi identificado também que, no caso dos entrevistados, os mitos em torno das altas habilidades não contribuíram para o envolvimento com o bullying. Assim, uma nova hipótese foi gerada, ressaltando a relação entre bullying e altas habilidades como oriunda das características que 6 um superdotado possa apresentar (por causa da sua superdotação) e que o diferencia dos demais colegas de classe.
Bullying reveals itself through violent actions against a same individual and in a constant way. The target of bullying suffers physical and psychological damage that directly influence their school performance as well as their relationship with friends, family and community surrounding them, developing a feeling of social exclusion. This work aimed to analyze the interfaces between intellectual giftedness and bullying within the school context, assuming that myths and prejudices around High abilities contribute to the gifted being involved in bullying. Record interviews were conducted with students already identified with high skills/giftedness that attend the CEDET (Centre for the Development of Potential and Talent), located in a medium-sized municipality of the State of São Paulo. The informants were composed of ten middle school students, the interviews followed a semi-structured script and then were transcribed in their totality. Before the interviews were conducted, a pilot study was carried out which helped to improve the semi-structured script. The organization and analysis of the data was based on a general reading of the responses obtained, separated the information collected, dialog with the theoretical framework and reorganized them according to the points indicated in the study's objectives. In this regard, the analysis of the contents by Bardin combined with the revision proposed by Gomes appeared as a way of demystifying the information immediately given, explaining it in its complexity and its set of mediation. The results indicate that the gifted can take the role of victim, aggressor and/or passive victim in a bullying situation. The research emphasized that some characteristics of giftedness may help the gifted deal with the consequences of bullying better, may take an interventionist stance by witnessing a bullying situation, and the gifted areas may influence how the gifted performs the when he assumes the role of agressor. It was also identified that in the case of interviewees, myths around the High abilities did not contribute to the involvement in bullying. Thus, a new hypothesis was adopted that points the relationship between bullying and High abilities from the characteristics that a gifted may present (because of its giftedness) and what distinguishes them from other classmates.
Bullying reveals itself through violent actions against a same individual and in a constant way. The target of bullying suffers physical and psychological damage that directly influence their school performance as well as their relationship with friends, family and community surrounding them, developing a feeling of social exclusion. This work aimed to analyze the interfaces between intellectual giftedness and bullying within the school context, assuming that myths and prejudices around High abilities contribute to the gifted being involved in bullying. Record interviews were conducted with students already identified with high skills/giftedness that attend the CEDET (Centre for the Development of Potential and Talent), located in a medium-sized municipality of the State of São Paulo. The informants were composed of ten middle school students, the interviews followed a semi-structured script and then were transcribed in their totality. Before the interviews were conducted, a pilot study was carried out which helped to improve the semi-structured script. The organization and analysis of the data was based on a general reading of the responses obtained, separated the information collected, dialog with the theoretical framework and reorganized them according to the points indicated in the study's objectives. In this regard, the analysis of the contents by Bardin combined with the revision proposed by Gomes appeared as a way of demystifying the information immediately given, explaining it in its complexity and its set of mediation. The results indicate that the gifted can take the role of victim, aggressor and/or passive victim in a bullying situation. The research emphasized that some characteristics of giftedness may help the gifted deal with the consequences of bullying better, may take an interventionist stance by witnessing a bullying situation, and the gifted areas may influence how the gifted performs the when he assumes the role of agressor. It was also identified that in the case of interviewees, myths around the High abilities did not contribute to the involvement in bullying. Thus, a new hypothesis was adopted that points the relationship between bullying and High abilities from the characteristics that a gifted may present (because of its giftedness) and what distinguishes them from other classmates.
Descrição
Palavras-chave
Bullying, Altas habilidades, Mitos da superdotação, High abilities, Giftedness myths