Prática dos profissionais da educação para prevenir casos de bullying e cyberbullying entre adolescentes

Abstract

The study aimed to verify and analyze the performance of education professionals in situations of violence, such as Bullying and Cyberbullying, which occur in the school context resulting from social networks. The research method was Qualitative and the data analysis was the content analysis. The procedure for data collection occurred through semi-structured interviews conducted with 13 professionals of Elementary School Education Final Years and High School, from a private school in Baixada Santista - SP. For the analysis of the results, five categories were proposed a priori: Category 1. Relationship applications and time of use by adolescents; Category 2. Identification of conflicts among adolescents; Category 3. Performance of education professionals in conflicts between adolescents; Category 4. Programs and Actions to deal with the conflicts of adolescents among their peers. Category 5. Use of current legislation in the face of Bullying and Cyberbullying. As a result, it was found that regarding Category 1, managers and teachers do not know about the time students stay on the Internet or the applications used in social networks inside and outside the classroom, but feel the impact on disinterest in classes and low performance. As for Category 2, it was found that conflicts manifest themselves in person and virtually, through thoughtless comments, intimidation, offenses and swearing of violence. In Category 3, it was found that cases of violence, Bullying and Cyberbullying, which occur within the school context caused by social networks, are forwarded by teachers to the management team, which mediates between students and families, in a welcoming, attentive listening and dialogue. The most serious cases are referred to the pedagogical legal advice. The Director and the Educational Advisor perform the work in the classes when a conflict is detected. Conflict mediation is centered on the management team. As for Category 4, it was found that all teachers establish in their classes the reflection about the moral values indicated in the Political Pedagogical Project, but the greater emphasis is on the disciplines of Philosophy and Religious Education. The Youth Ministry carries out the work with the adolescents with the community. Regarding Category 5, it was found that the knowledge of education professionals about the legislation stemming from social networks is presented by the pedagogical legal advice, in order to understand the risks they run in the face of the contents. As a product, we propose a Teaching Project that can collaborate, through the training of education professionals, through the knowledge of moral development, the performance in assembly of decision-making processes with the students, leading them in their decision-making to reflect on the possible resolutions of conflicts that occur among their peers.