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/qevve380Palavras-chave:
comic strips; culture of peace; school violence; socio-emotional education.Resumo
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.
Downloads
Referências
BARDIN, Laurence. Análise de conteúdo. São Paulo: Edições 70, 2011.
BRASIL. Lei nº 13.185, de 6 de novembro de 2015. Institui o Programa de Combate à Intimidação Sistemática (Bullying). Diário Oficial da União, Brasília, DF, 9 nov. 2015.
BRONFENBRENNER, Urie. A ecologia do desenvolvimento humano: experimentos naturais e planejados. Porto Alegre: Artmed, 1996.
CROCHÍK, José Leon. Bullying, preconceito e desempenho escolar: uma nova perspectiva. Psicologia USP, São Paulo, v. 26, n. 2, p. 256–263, 2015.
DURLAK, Joseph A. et al. The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, v. 82, n. 1, p. 405–432, 2011.
ESPINOSA, María; CLEMENTE, Miguel. School bullying: a theoretical and methodological review. Psychosocial Intervention, v. 30, n. 2, p. 75–83, 2021.
GAFFNEY, Helen; TTOFI, Maria M.; FARRINGTON, David P. What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, v. 85, p. 37–56, 2021.
KOWALSKI, Robin M. et al. Bullying in the digital age: a critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, v. 140, n. 4, p. 1073–1137, 2014.
MODECKI, Kathryn L. et al. Bullying prevalence across contexts: a meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, v. 55, n. 5, p. 602–611, 2014.
MORRISON, Brenda. Restorative justice in schools. In: SHERMAN, Lawrence W.; STRANG, Heather (org.). Restorative justice: the evidence. London: The Smith Institute, 2016.
OECD. PISA 2018 results (volume III): what school life means for students’ lives. Paris: OECD Publishing, 2019.
OLWEUS, Dan. Bullying at school: what we know and what we can do. Oxford: Blackwell, 1993.
OLWEUS, Dan. School bullying: development and some important challenges. Annual Review of Clinical Psychology, v. 9, p. 751–780, 2013.
PATCHIN, Justin W.; HINDUJA, Sameer. Cyberbullying: identification, prevention, and response. Cyberbullying Research Center, 2020.
RAMOS, Paulo. A leitura dos quadrinhos. São Paulo: Contexto, 2012.
SALMIVALLI, Christina. Participant roles in bullying: how can peer bystanders be utilized in interventions? Theory Into Practice, v. 53, n. 4, p. 286–292, 2014.
SMITH, Peter K. et al. Definitions of bullying: a comparison of terms used, and age and gender differences, in a fourteen-country international comparison. Child Development, v. 90, n. 3, p. 1–15, 2019.
TTOFI, Maria M.; FARRINGTON, David P. Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. Journal of Experimental Criminology, v. 13, p. 27–56, 2017.
UNESCO. Behind the numbers: ending school violence and bullying. Paris: UNESCO, 2019.
UNESCO. Stopping school violence and bullying: a global status report. Paris: UNESCO, 2023.
ZHAO, Yifan et al. The relationship between bullying victimization and mental health among adolescents: a systematic review and meta-analysis. Children and Youth Services Review, v. 150, 2023.
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2026 Marcus Dhilermando Hora de Souza, Nycollas Stefanello Vianna, Dênis Silvano Domingues, Wender Antônio Nunes da Silva
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista;
- Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista, desde que adpatado ao template do repositório em questão;
- Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).
- Os autores são responsáveis por inserir corretamente seus dados, incluindo nome, palavras-chave, resumos e demais informações, definindo assim a forma como desejam ser citados. Dessa forma, o corpo editorial da revista não se responsabiliza por eventuais erros ou inconsistências nesses registros.
POLÍTICA DE PRIVACIDADE
Os nomes e endereços informados nesta revista serão usados exclusivamente para os serviços prestados por esta publicação, não sendo disponibilizados para outras finalidades ou a terceiros.
Obs: todo o conteúdo do trabalho é de responsabilidade do autor e orientador.
