Bullying e crianças : da escola para casa e de casa para a escola

Abstract

The processes of violence that have always existed in school environments have taken on new dimensions, enhanced by a disciplinary logic that tends to deny the integrality of the subject. This segmenting logic, focused on processes of individualism, competitiveness and exclusion, has contributed to the formation of an increasingly individualistic and violent society. The denial of the other, diversity, respect, tolerance and the absence of empathy have materialized in different types of violence. In the present study we intended to draw attention to a movement of school violence, bullying, and at the same time bring us closer to an understanding of how home / family and school / school actors get involved or deal with the processes of suffering. victimized child. Thus, our general objective is to understand, from the transdisciplinary perspective, with regard to the process of child victimization, the bullying phenomenon in its multiple dimensions present in the contexts of home and school. More specifically, we aim through it: to discuss bullying phenomenology from a transdisciplinary perspective; analyze the emergence of the bullying phenomenon at school, highlighting some aspects related to the subjects involved in victimization processes; and establishing relationships between home and school regarding the suffering process of children victimized by the bullying phenomenon. For this, we conducted a case study in a school of the municipal network of Carpina - PE, using the application of a questionnaire as an instrument, in addition to conducting exploratory observations, interviews (both considering home and school) and conversation wheels. as data construction techniques. In our results we realize that the phenomenon is complex, multidetermined and multidimensional in nature, not only related to school issues, but also to the family context. Family and school relationships urgently need to pay attention to the subject's comprehensiveness and to approach a deontological perspective in relation to the phenomenon. The need for the formation of support networks and how they are essential for the prevention or coping with the situations of bullying experienced was visible.