Abstract

SANTOS, Jaciete Barbosa dos; SOUZA, Lucimêre Rodrigues de  and  DIAS, Viviane Borges. TEACHERS’ CONCEPTIONS ABOUT BULLYING AND WAYS OF CONFRONTATION IN THE CONTEXT OF SCHOOLS FROM BAHIA. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2023, vol.32, n.69, pp.42-58.  Epub Aug 17, 2023. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2023.v32.n69.p42-58.

School violence is an old phenomenon that remains over time. In contemporary times, another form of violence in the school environment has been reported, which has taken on increasing dimensions, called bullying. It is a psychological or physical intimidation, intentional and recurrent, directed at a person seen as fragile by their aggressors. The investigation is linked to the school violence theme, manifested in the shape of bullying, especially when it comes to students in a situation of inclusion. This article aimed to analyze the conceptions of teachers of the state of Bahia about bullying, identifying concepts attributed to this phenomenon, as well as possible ways of confronting in the school context. The study is based on the framework of the Critical Theory of Society, mainly from Adorno’s formulations. The analyzes were carried out through interviews with teachers from public schools in two cities in Bahia marked by a high rate of violence. It was noticed the lack of a conceptual clarity about bullying and, in some cases, a relativization of situations identified as something common to the school routine or seen as a joke by the teachers. Possible ways of facing were identified based on the concepts presented. It can be noticed that the school context is part of the culture and ends up being a (re)producer of violence. Inclusive Education has been shown to be effective in facing prejudice, but bullying is more complex, requiring a broader cultural formation, capable of attenuate the indifference in the individual towards the very human that he does not recognize in himself, by dehumanizing himself.

Keywords : bullying; teachers’; conceptions; ways of confronting; school violence; inclusive education.

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