<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812018000300520</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.99i253.3871</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Bullying: ¿una profecía autocumplida?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Bullying: uma profecia autorrealizável?]]></article-title>
<article-title xml:lang="en"><![CDATA[Bullying: a self-fulfilling prophecy?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gil Villa]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Salamanca (USAL)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Complutense de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>99</volume>
<numero>253</numero>
<fpage>520</fpage>
<lpage>536</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812018000300520&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812018000300520&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812018000300520&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Tras 50 a&#241;os de investigaciones, se pueden identificar al menos tres grandes tendencias que aumentan la complejidad del fen&#243;meno del acoso escolar y dificultan su valoraci&#243;n objetiva: la disparidad de los resultados de los estudios, la dificultad para avalar te&#243;rica y emp&#237;ricamente la hip&#243;tesis del aumento de la violencia, y los obst&#225;culos para implementar la soluci&#243;n jur&#237;dica. Como consecuencia, la imagen que tienen tanto algunos estudiosos como la opini&#243;n p&#250;blica puede estar distorsionada. En ambos casos, se interpreta una tendencia alcista poco comprobada, que podr&#237;a deberse a factores espurios, tales como el inter&#233;s por alentar un mercado editorial y empresarial, algo que permitir&#237;a entender las inconsistencias de varias propuestas y f&#243;rmulas de intervenci&#243;n y prevenci&#243;n. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Ap&#243;s 50 anos de pesquisa, podem ser identificadas pelo menos tr&#234;s grandes tend&#234;ncias que aumentam a complexidade do fen&#244;meno do ass&#233;dio escolar e dificultam sua avalia&#231;&#227;o objetiva: a disparidade dos resultados dos estudos, a dificuldade para sustentar te&#243;rica e empiricamente a hip&#243;tese do aumento da viol&#234;ncia e os obst&#225;culos para implementar a solu&#231;&#227;o jur&#237;dica. Como resultado, a imagem que alguns acad&#234;micos t&#234;m, assim como a opini&#227;o p&#250;blica, pode estar distorcida. Em ambos os casos, interpreta-se uma tend&#234;ncia altista pouco comprovada e isso poderia ser devido a fatores esp&#250;rios, tais como o interesse em incentivar um mercado editorial e empresarial, algo que permitiria entender as inconsist&#234;ncias de v&#225;rias propostas e f&#243;rmulas de interven&#231;&#227;o e preven&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Fifty years of research revealed at least three major trends that increase the complexity of the phenomenon of school bullying and hinder its objective assessment: the disparity between the results of the studies, the difficulty in sustaining theoretically and empirically the hypothesis of an increase in violence, and the obstacles for the legal action. As a consequence, some scholars, as well as the public opinion, may develop a biased view of the situation. In both instances, an upward trend is taken for granted, possibly due to spurious reasons such as a vested interest in boosting the editorial and business market; which would make possible to better understand the inconsistencies of many of the proposals and formulas for intervention and prevention.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[bullying]]></kwd>
<kwd lng="es"><![CDATA[sociología de la educación]]></kwd>
<kwd lng="es"><![CDATA[violencia en la escuela]]></kwd>
<kwd lng="pt"><![CDATA[bullying]]></kwd>
<kwd lng="pt"><![CDATA[sociologia da educação]]></kwd>
<kwd lng="pt"><![CDATA[violência na escola]]></kwd>
<kwd lng="en"><![CDATA[bullying]]></kwd>
<kwd lng="en"><![CDATA[sociology of education]]></kwd>
<kwd lng="en"><![CDATA[school violence]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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