Bullying, Prejudice and School Performance

Abstract

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Preconceito e bullying: marcas da regressão psíquica socialmente induzida

“…In a research with elementary school students where we associated school bullying with prejudice, there was a significant positive correlation between the students' indication as perpetrators of bullying and prejudice towards fragile targets (r=0.14; p<0.05) (Crochik, 2014). This indication of the student as an aggressor is also significantly correlated with prejudice against students considered to misbehave, but this time negatively (r=-0.16; p<0.01).…”

“…In general, the perpetrators of the aggression have difficulties to follow social boundaries and unleash their aggressiveness when they can, with no apparent reason; the act of bullying, by expressing this non-containment of impulses that lead to destructive behaviors, strengthens the maintenance in its author of a psychologically regressed developmental stage (Crochik, 2014). The targets, in turn, may feel depressed and/or resentful (Barcaccia, Schneider, Pallini, & Baiocco, 2017), leading, in extreme cases, to suicide or revenge by means of murders.…”

“…As emphasized above, as the author of bullying does not have a specific reason to exercise it, except for the aforementioned psychosocial needs, it can be assumed that his/her personality is not very structured, as he/she seeks targets on whom to unleash destructive impulses aimed at damaging them psychic and physically. While his/her motives may be associated with the desire to belong to groups which he/she feels excluded from, in this case, this very desire is achieved with the destruction of the group to which he/she intends to belong to, replacing in the school, for example, socially cultured values -learning, culture, understanding, sensibility -with more questionable ones: strength and violence (Crochick & Crochick, 2017).…”

O Ateneu

“…À medida que a educação formal se universaliza, os episódios de violência levados a cabo em seus entornos foram amplificados, o que pode ser percebido por uma série de suicídios e de assassinatos em escolas de diversos países, tais como: Estados Unidos da América; Canadá; Alemanha; Japão; Brasil e Argentina (Fante, 2005). Essas mortes não ocorreram exclusivamente em virtude das relações sociais que se travaram no ambiente escolar, mas esse desfecho trágico certamente foi influenciado pelas formas de convivência estabelecidas nos espaços formais de educação (Costa;Miranda, 2020), porque os alvos de bullying costumam relatar que sentem ódio e o desejo de vingança sobre os que os violentam Crochick, 2017).…”

Teoria Crítica E Psicologia Social: Relevância Das Pesquisas Empíricas

“…Foi possível também, na pesquisa acima referida (Crochick & Crochick, 2017), diferençar preconceito de bullying, entendendo que o primeiro possui um objeto melhor elaborado, ainda que fruto de idealização, ao passo que o último não precisa, necessariamente, de um objeto em especial para expressar seu desejo de dominação. Foi possível pensar que, no preconceito, é projetado sobre o alvo o que não se suporta em si mesmo, enquanto no bullying o que está presente é o puro desejo de subjugação do outro, não importa quem.…”