Banca de DEFESA: DIOGO VICTOR VALENÇA LIRA

BULLYING AND ITS IMPLICATIONS IN PHYSICAL EDUCATION CLASSES: PEDAGOGICAL POSSIBILITIES FOR COPING AND PREVENTING THIS PHENOMENON

School Physical Education. Bullying. Games.

Bullying is, without a shadow of a doubt, one of the biggest challenges faced by schools in Brazil and around the world, taking on increasingly worrying proportions due to its devastating potential in the lives of many students. This phenomenon, although as old as the school itself, was only systematically studied in several studies in the early 1970s, initially in Sweden, thus increasing efforts to understand bullying. The bullying phenomenon can be understood as aggressive attitudes that occur intentionally and repeatedly, without apparent motivation, and within an unequal power relationship. This type of violence can manifest itself in the form of jokes, nicknames, hazing, teasing physical aggression, etc., and can have serious consequences for students in adult life. It is known that Education classes provide moments of great interaction between students, interactions that can often create environments conducive to the practice of bullying. Therefore, the general objective of this study was to describe the forms of bullying manifestations in a school in the municipal network of Macaíba/RN and to present an intervention proposal for the prevention and confrontation of this problem. As specific objectives, this study intended to: map how acts of violence manifest themselves in the school environment; mediate the construction of a proposal for the prevention and combat of bullying; and evaluate the implications of a proposal constructed collectively by students. This research work presents a qualitative approach, of a descriptive nature, and is classified according to the procedures used as a case study. The instruments used for data collection were participant observation and individual interviews with students and parents. For data analysis and interpretation, a thematic categorical analysis was performed. The results identified students involved in bullying situations, indicating the classroom as the place with the most occurrences. Direct bullying, manifested through verbal aggression, was the type with the most situations, with unwanted nicknames being the most frequent. It was also possible to identify some gender issues related to the bullying phenomenon so that bullying in its indirect form prevailed among girls. In contrast, its direct form was prevalent among boys. Regarding the proposal to confront bullying, the results suggest positive implications in increasing knowledge about the subject, consequently in a significant reduction in the occurrences of the phenomenon.