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Violência na Escola: um estudo com alunos do 3º ciclo
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O presente estudo teve como objectivo geral conhecer as representações que os alunos do 3º ciclo têm sobre a violência escolar. Mais especificamente, foram consideradas as seguintes questões de estudo: Como se distribuem os alunos pela vitimização na escola? Como se distribuem os alunos pela disrupção escolar? Que relação existe entre as dimensões da vitimização e da disrupção escolar? Que relação existe entre as dimensões da vitimização e o desempenho escolar? Que relação existe entre as dimensões da vitimização e a escolaridade desejada? Como se diferenciam os alunos na vitimização em função da autoridade parental? A amostra incluiu 328 alunos, do distrito de Setúbal, do 3º Ciclo. Como instrumentos de avaliação, foram utilizados três questionários: o PVS, “Peer Victimization Scale”, de Mynard e Joseph (2000), a EDEP, uma “Escala de Disrupção Escolar Professada pelos Alunos”, de Veiga (1996) e um conjunto de perguntas gerais sobre o aluno e seus contextos. A análise dos resultados permitiu responder às questões de estudo, destacando-se, aqui, um grupo de alunos que referem ser vítimas de bullying na escola, especificamente, 21,4% afirmam ser vítimas de agressão verbal, 11,1% agressão social, 7,5% agressão física e 7,1% agressão relativa à propriedade. Observou-se, também, que 19% dos alunos referem ter comportamentos disruptivos dentro da sala de aula, falando sem autorização e estando distraídos. Como esperado, foram encontradas relações significativas entre a vitimização e a disrupção escolar; a vitimização não apareceu significativamente correlacionada com o rendimento escolar nem com a escolaridade desejada. Verificou-se, ainda, que os alunos que são vítimas percepcionam o pai como tendo um tipo de autoridade indiferente. Os resultados aproximam-se de estudos revistos, à luz dos quais foram discutidos. O estudo apresenta, no final, sugestões para novas investigações.
The general aim of this study is to discover 3rd cycle pupils’ perceptions of bullying. More specifically, the following aspects of the study were considered: How are the victims of bullying distributed within school? What is the distribution of bullied pupils in terms of disruptive behaviour? What is the relationship between the amount of bullied pupils and disruptive behaviour? What is the relationship between being bullied and school achievement? What is the relationship between the amount of bullying and desired schooling? How are bullied pupils differentiated in relation to parental authority? The sample included 328 pupils from the 3rd cycle of compulsory education in the Setúbal district. Three questionnaires were used as assessment tools: the PVS (Peer Victimization Scale) by Mynard and Joseph (2000), the EDEP (Students’ Self-Reported School Disruption Scale) by Veiga (1996) and a set of general questions about pupils and their situations. The analysis of the results made it possible to answer the various questions in the study, while highlighting a group of pupils who claim to be the victims of bullying at school; specifically, 21,4% say that they have been the victims of verbal aggression, 11,1% of social aggression, 7,5% of physical aggression and 7,1% of aggression towards property. It was also observed that 19% of pupils state that they are disruptive in the classroom, speak out of turn and do not pay attention. As expected, a significant link was found between being bullied and disruptive behavior; however, there appeared to be no significant correlation between being bullied and school achievement or desired schooling. Also, those pupils that are bullied perceive their father’s authority as being indifferent. The results are similar to previous studies made in the field and were discussed in light of them. Suggestions for new research can be found at the end of the study.
The general aim of this study is to discover 3rd cycle pupils’ perceptions of bullying. More specifically, the following aspects of the study were considered: How are the victims of bullying distributed within school? What is the distribution of bullied pupils in terms of disruptive behaviour? What is the relationship between the amount of bullied pupils and disruptive behaviour? What is the relationship between being bullied and school achievement? What is the relationship between the amount of bullying and desired schooling? How are bullied pupils differentiated in relation to parental authority? The sample included 328 pupils from the 3rd cycle of compulsory education in the Setúbal district. Three questionnaires were used as assessment tools: the PVS (Peer Victimization Scale) by Mynard and Joseph (2000), the EDEP (Students’ Self-Reported School Disruption Scale) by Veiga (1996) and a set of general questions about pupils and their situations. The analysis of the results made it possible to answer the various questions in the study, while highlighting a group of pupils who claim to be the victims of bullying at school; specifically, 21,4% say that they have been the victims of verbal aggression, 11,1% of social aggression, 7,5% of physical aggression and 7,1% of aggression towards property. It was also observed that 19% of pupils state that they are disruptive in the classroom, speak out of turn and do not pay attention. As expected, a significant link was found between being bullied and disruptive behavior; however, there appeared to be no significant correlation between being bullied and school achievement or desired schooling. Also, those pupils that are bullied perceive their father’s authority as being indifferent. The results are similar to previous studies made in the field and were discussed in light of them. Suggestions for new research can be found at the end of the study.
Descrição
Tese de mestrado, Educação (Formação Pessoal e Social), Universidade de Lisboa, Faculdade de Ciências, 2009
Palavras-chave
Violência Bullying Comportamentos disruptivos Rendimento escolar Teses de mestrado - 2009