SCHOOL BULLYING AS A RELATIONAL PHENOMENON: A CRITICAL ANALYSIS OF A PEDAGOGICAL INTERVENTION IN A CONTEXT OF SOCIAL VULNERABILITY IN SOUTHERN BRAZIL
DOI:
https://doi.org/10.66104/qevve380Keywords:
comic strips; culture of peace; school violence; socio-emotional education.Abstract
His article analyzes a pedagogical practice aimed at raising awareness and addressing bullying in the school context, developed in a public school located in the northern region of Rio Grande do Sul, in a community characterized by high levels of violence. The study seeks to understand how educational activities can contribute to problematizing bullying and fostering more respectful relationships among students. Methodologically, this is a qualitative study of an applied nature with a descriptive-interpretative approach, based on the analysis of an intervention carried out in April, a period dedicated to bullying awareness. The activity initially involved a lecture conducted by teachers from Specialized Educational Assistance (AEE), followed by the production of comic strips by students, in which they were asked to represent situations of bullying and ways to address them. The data were analyzed using content analysis. The results show that students recognize bullying in its multiple manifestations, especially in verbal and psychological forms, associated with humiliation, body stigmatization, and social exclusion. The productions also reveal an understanding of the emotional impacts of violence, such as sadness, suffering, and isolation, as well as an awareness of the continuity of aggression in digital environments. Furthermore, elements of empathy, respect, and reconciliation are evident in the narratives, suggesting the internalization of values discussed during the pedagogical intervention. It is concluded that the use of active methodologies, such as the production of comic strips, constitutes an effective strategy for promoting critical reflection and student engagement in addressing bullying. However, the need for continuous and articulated actions within the school context is emphasized, aiming at the construction of a culture of peace and democratic coexistence.
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Copyright (c) 2026 Marcus Dhilermando Hora de Souza, Nycollas Stefanello Vianna, Dênis Silvano Domingues, Wender Antônio Nunes da Silva
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