Abstract

ARAGAO, Milena. Bullying from a biographical narrative: the school practices in the cerne of the question. Conjectura: filos. e Educ. [online]. 2021, vol.26, e021015.  Epub Mar 10, 2024. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v26.e021015.

The violence perceived – and experienced – by students manifests itself in multiple ways in the school environment, however one of the types of violence that causes great physical and psychological damage to students is the aggression known as bullying (bully or bully in free translation into the language) Portuguese). This can be understood as the practice of violent, intentional and repetitive acts by one person against another. As a result, the victim may suffer from symptoms of anxiety, depression, poor school performance, antisocial behavior and stress, to self-harm and suicide. Based on this context, the present article discussed the phenomenon of bullying (in its also homophobic aspect) from the experience of a subject who experienced such violence in the school environment for many years, in order to provide a critical-reflective process on the subject in question. Therefore, the biographical narrative was chosen as the methodological path, which impels a socio-cultural look at the narrated phenomenon, understanding that no story is only individual, but is inscribed in a socially and culturally constructed scenario. Theoretical support is supported by the studies of Pierre Bourdieu (1996), Cleo Fante (2011), Miriam Abramovay (2010) among other authors who help to reflect on the socio-cultural relations at the interface with school violence. The text ended with a critical analysis of the school’s role in combating and preventing bullying, as well as indicating possibilities for action to deal with the problem, based on non-violent communication, positive discipline, among other ways inserted in the perspective of a culture of peace.

Keywords : Bullying; School; Narratives.

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