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Bullying e violência escolar em países europeus : elementos comparativos
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Orientador(es)
Resumo(s)
Este estudo teve como objectivo geral investigar aspectos do bullying e dos
comportamentos disruptivos dos alunos, em escolas de alguns países europeus (Finlândia, Itália,
Polónia, Portugal, Reino Unido e Suécia). No âmbito de um projecto na área do bullying em
escolas destes países, procedeu-se à avaliação das representações de professores e de alunos
acerca dos referidos comportamentos. Especificamente, foram conduzidos dois tipos de estudo.
O estudo 1, com vista a analisar as percepções dos professores acerca do bullying, tendo sido
aplicado um questionário a 14 professores e presidentes de escolas daqueles países; o estudo 2,
com vista a avaliar a envolvimento dos alunos no bullying e em comportamentos disruptivos,
tendo sido utilizada uma versão reduzida da "Escala de Disrupção Escolar Professada pelos
Alunos". A análise dos resultados permitiu encontrar que, no que respeita ao estudo 1, os
professores exprimiram opiniões diversificadas acerca do que ocorre nos seus países e
consideraram positivo o impacto do projecto contra o bullying, especificamente o
relacionamento dos alunos entre si e com os professores. Quanto ao estudo 2, e para além de uma
análise dos resultados por país, encontrou-se que entre 16,% a 21,% dos alunos refere ter
comportamentos bullying para com os colegas (com algumas discrepâncias entre os países),
6,7% afirma destruir ou estragar intencionalmente o material da escola e 83,8% dos alunos
observadores refere ajudar os colegas quando alguém os maltrata. Para além dos elementos
descritivos apresentados e da sua interpretação, aparece salientado que, em termos conclusivos, o
projecto referido conduziu a resultados positivos nos alunos e na comunidade escolar, com
diminuição dos agressores e aumento do envolvimento positivo dos observadores. O estudo
termina com indicação de limitações e apresenta sugestões a ter em conta em futuros projectos.
This study aimed at investigating aspects of bullying and disruptive behaviours among students from schools in several european countries (Finland, Italy, Poland, Portugal, United Kingdom and Sweden). Within an anti-bullying project envolving schools in these countries we have proceeded to the evaluation of teachers and students' perceptions on the referred behaviours. Moreover, we have conducted two types of studies: the first study included 14 teachers and headmasters from those countries and aimed at analysing teachers' perceptions on bullying through a questionnaire; the second study aimed at surveying the students' involvement in bullying and disruptive behaviours, for which we have used a short version of the «Students' Self-Reported School Disruption Scale». In what refers to the first study the teachers have expressed diverse opinions towards what happens in their own countries and they considered the anti-bullying project to have had a positive impact, especially within the students' interpersonal relationships, as well as within the students' relationships with their teachers. In what concerns the second study, and apart fi-om an analysis of results per country, we have found that between 16% to 21 % of students refer having bullied their peers.(with several discrepancies among countries), whereas 6,7% refer intentionally destroying or damaging materials at school and 83,8% of observers refer helping their colleagues when they see someone harming them. Besides the included descriptive data and its interpretation, we conclude and outstand that the referred anti-bullying project has had positive results on the students and on the school community, showing a decrease on bullies and an increase in the positive involvement of observers. The study indicates its limitations and points out suggestions for further studies.
This study aimed at investigating aspects of bullying and disruptive behaviours among students from schools in several european countries (Finland, Italy, Poland, Portugal, United Kingdom and Sweden). Within an anti-bullying project envolving schools in these countries we have proceeded to the evaluation of teachers and students' perceptions on the referred behaviours. Moreover, we have conducted two types of studies: the first study included 14 teachers and headmasters from those countries and aimed at analysing teachers' perceptions on bullying through a questionnaire; the second study aimed at surveying the students' involvement in bullying and disruptive behaviours, for which we have used a short version of the «Students' Self-Reported School Disruption Scale». In what refers to the first study the teachers have expressed diverse opinions towards what happens in their own countries and they considered the anti-bullying project to have had a positive impact, especially within the students' interpersonal relationships, as well as within the students' relationships with their teachers. In what concerns the second study, and apart fi-om an analysis of results per country, we have found that between 16% to 21 % of students refer having bullied their peers.(with several discrepancies among countries), whereas 6,7% refer intentionally destroying or damaging materials at school and 83,8% of observers refer helping their colleagues when they see someone harming them. Besides the included descriptive data and its interpretation, we conclude and outstand that the referred anti-bullying project has had positive results on the students and on the school community, showing a decrease on bullies and an increase in the positive involvement of observers. The study indicates its limitations and points out suggestions for further studies.
Descrição
Tese de mestrado em Educação (Formação Pessoal e Social), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2007
Palavras-chave
Bullying Escola Teses de mestrado - 2007