Do bullying ao preconceito: os desafios da barbárie à educação

Antunes, Deborah Christina; Zuin, Antônio Álvaro Soares

doi:10.1590/s0102-71822008000100004

Cited by 67 publications

(67 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This power can be associated with personal factors or characteristics of school classes, including school hierarchies, due to the popularity of the bullies and unpopularity of those who are the targets of aggression and do not to react to aggression (Antunes & Zuin, 2008;Crochík, 2012;Fante, 2005;Farisa & Felmleeb, 2014;Garandeau et al, 2013).…”

Section: Jl Crochikmentioning

confidence: 99%

Autonomy in face of school authority, bullying and school performance

Crochík

2017

Estud. psicol. (Campinas)

View full text Add to dashboard Cite

In order to verify the relationship between autonomy in face of authority, bullying and academic performance, we developed three scales that were applied to 274 ninth-graders from public schools in São Paulo, of which 122 were girls with a mean age of 14.1 years (SD = 0.8). It was found that the more students defended punishment for disobedience and respect for authority, the more frequently they were appointed as the best in class and vice versa; these students also considered being victims of violence, which indicates that even students with good performance do not necessarily develop autonomy in face of authority, as they may be following rules without thinking about them. Students who suffer violence tend not to be independent from authority. Further research including students from private schools could corroborate the results of this study.Keywords: Academic achievement; Authority; Bullying; Personal autonomy. Resumo Com o objetivo de verificar a relação entre autonomia frente à autoridade, de um lado, com o bullying e o desempenho acadêmico, de outro, foram construídas três escalas aplicadas a 274 alunos do nono ano do ensino fundamental de escolas públicas paulistanas; 122 do sexo feminino, idade média de 14,1 anos (DP = 0,8). Verificou-se que quanto mais o aluno concordou com a necessidade da punição à desobediência e com o respeito à autoridade, mais foi indicado como melhor nas disciplinas e vice-versa

show abstract

Section: Jl Crochikmentioning

confidence: 99%

Autonomy in face of school authority, bullying and school performance

Crochík

2017

Estud. psicol. (Campinas)

View full text Add to dashboard Cite

show abstract

“…Para Antunes e Zuin 8 , o termo não contribui para a emancipação dos indivíduos. Para eles, o conceito de preconceito deveria ser utilizado, pois a expressão bullying, importada da literatura internacional, Resiliência e bullying: a possibilidade da metamorfose diante da violência pode contribuir para mascarar os processos sociais responsáveis pela eclosão da violência.…”

Section: Bullyingunclassified

“…Há, na literatura, muitas vezes, como apontado por Antunes e Zuin 8 , a atribuição dos comportamentos de violência nas escolas a fatores gerais, como os econômicos, culturais, sociais e individuais, deixando-se de lado as influências e as inter-relações entre os indivíduos.…”

Section: Bullyingunclassified

Resiliência e bullying: a possibilidade da metamorfose diante da violência

Vaccari¹

2012

Mundo Saúde

View full text Add to dashboard Cite

ResumoResiliência e bullying são dois termos de uso recente, para situações antigas. Resiliência refere-se à possibilidade humana de recuperar-se diante de adversidades. Bullying é uma forma de violência física, verbal ou por meio das ferramentas da internet. Baseia-se em preconceitos de gênero, classe social, cor, raça e outros e ocorre em diferentes espaços, como a escola. A psicoterapia pode contribuir para o fortalecimento da resiliência e a interrupção do círculo de violência do bullying, com atendimento individual ou grupal de "vítimas", "vitimizadores" e "observadores", orientação familiar e de docentes, produção de materiais e participação em grupos transdisciplinares, em um trabalho de valorização humana, desconstrução de preconceitos e desenvolvimento da autoestima.Palavras-chave: Resiliência Psicológica. Bullying. Autoestima. AbstractResilience and bullying are two terms of recent use for old situations. Resilience refers to human possibility of recovering from adversity. Bullying is a form of physical or verbal violence sometimes by means of Internet resources. It is based on prejudices due to genre, social class, color, race and other factors and occurs in different spaces such as schools. Psychotherapy may contribute for strengthening resilience and interrupting the circle of violence of bullying, with individual or group care for "victims", "victimizers" and "observers", family guidance and to teachers, the production of materials and participation in transdisciplinary groups, in a work of promotion of humane values, deconstruction of preconceptions and development of self esteem.

show abstract

“…The victims are the target of bullying, and are characteristically sensitive, insecure, and unhappy individuals who exhibit low self-esteem, social inhibition, passivity, submissiveness and feelings of vulnerability, fear or excessive shyness; these characteristics enhance the spread of victimisation (Middelton-Moz & Zawadski, 2007). Victims also exhibit some others enhance the spread of victimisation".physical, social, economic, or sexual orientation-related particularities, such as short height, homosexual relatives, a physical disability, learning problems, obesity, or some ethnic or religious aspect that is divergent from their social environment (Antunes & Zuin, 2008;Tognetta, 2010).…”

Section: Introductionmentioning

confidence: 99%

Escala de actitudes frente a objetivos potenciales de bullying: elaboración y evidencias de validez y precisión

et al. 2017

View full text Add to dashboard Cite

The present article aimed at describing the elaboration of a measurement of attitudes towards potential targets of bullying, gathering evidence of its factorial validity and internal consistency. Two studies were performed with 800 secondary school students whose mean age was 15 years old, who answered the Attitudes Scale towards Potential Targets of Bullying (ASTPB) and some demographic questions. In Study 1 (n = 230) the discriminant power of the scale items was verified, and after performing an exploratory factor analysis two components were identified (appearance and gender issues and social exposure), with Cronbach's alpha (α) of 0.81 and 0.70, respectively. In Study 2 (n = 570) a confirmatory factor analysis was performed (Maximum Likelihood), confirming the two-factor structure of the scale (α factor I = 0.80 and α factor II = 0.65; CR = 0.80 and 0.64, respectively). Moreover, evidence was also gathered of factorial invariance of this measure in groups of women and men. In conclusion this is a parsimonious measurement with evidences of validity and reliability, suggesting its adequacy for use when the goal is to evaluate attitudes towards potential targets of bullying. Key words: Bullying, scale, validity, reliability. Escala de actitudes hacia potenciales víctimas de bullying: elaboración y evidencias de validez y fiabilidadResumen El presente artículo tuvo como objetivo describir la elaboración de una medida de actitudes hacia potenciales víctimas de bullying, reuniendo evidencias de validez factorial y consistencia interna de la Escala de Atitudes frente a Alvos Potenciais de Bullying (EAAPB) (Escala de actitudes hacia potenciales víctimas de bullying). Se realizaron dos estudios con 800 estudiantes de enseñanza secundaria, con edad promedio de 15 años, los cuales contestaron a preguntas demográficas y la EAAPB. En el Estudio 1 (n = 230) se comprobó el poder discriminativo de los ítems de la escala y se realizó un análisis factorial exploratorio en el que se identificaron dos componentes: apariencia y temas de género (α = .81) y exposición social (α = .70). En el Estudio 2 (n = 570) se realizó un análisis factorial confirmatorio (máxima verosimilitud), en el que se comprobó la estructura bifactorial de la escala: el primer factor con α = .80 y CR = .80; y el segundo con α = .65 y CR =.64. Se reunieron evidencias sobre la invariancia factorial de la escala en grupos de mujeres y hombres. Se concluye que la EAFPB es una medida parsimoniosa que presenta evidencias de validez y confiabilidad, por lo que se sugiere su uso para evaluar las actitudes hacia potenciales víctimas de bullying.

show abstract

Do bullying ao preconceito: os desafios da barbárie à educação

Cited by 67 publications

References 11 publications

Autonomy in face of school authority, bullying and school performance

Autonomy in face of school authority, bullying and school performance

Resiliência e bullying: a possibilidade da metamorfose diante da violência

Escala de actitudes frente a objetivos potenciales de bullying: elaboración y evidencias de validez y precisión

Contact Info

Product

Resources

About