Resumo

DOMINGUES, Maria José Carvalho de Souza; TAMBOSI, Silvana Silva Vieira; MONDINI, Vanessa Edy Dagnoni  e  BORGES, Gustavo da Rosa. Cyberbullying: preocupation of teachers and school’s involvement. Conjectura: filos. e Educ. [online]. 2016, vol.21, n.1, pp.78-91. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v22.n1.78.

Initially restricted to school walls, violence between students went on to also show online and through social networks, establishing the cyberbullying expression. From this perspective, there is a consensus in the literature, that it is up to the school to stand and commit to inhibit these practices and encourage peaceful coexistence among students, in and out of school. Despite the relevance of the issue, the issue of cyberbullying is still little studied empirically. It is observed a lack of information regarding the actors that can act as agents for the prevention and control of this kind of violence, teachers. This study aims to analyze the influence of concern of teachers and a school involvement in cyberbullying practices. For this, a survey was conducted among 112 elementary and high school teachers from public and private schools in the city of Blumenau - SC. Data were analyzed using exploratory factor analysis and structural equation. The results indicated that teachers demonstrate greater concern when they realize that the cyberbullying problem is real and affects students. As for the involvement of school, there was the need to establish partnerships between educational institutions and the community promote meetings alluding to the subject in schools and provide advice to young people within the school environment. Finally, it was observed that the concern of teachers with cyberbullying practices influences their belief that school involvement is important, raising the need for more proactive stances to fight this curse.

Palavras-chave : Cyberbullying; School; Teachers.

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