<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062022000100230</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s15690</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estratégias de prevenção do bullying escolar: relato de intervenção com crianças do Ensino Fundamental I]]></article-title>
<article-title xml:lang="en"><![CDATA[School bullying prevention strategies: report of interventions with primary school children]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias de prevención del bullying escolar: informe de intervención con niños de escuela primaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pires]]></surname>
<given-names><![CDATA[Jéssica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tessaro]]></surname>
<given-names><![CDATA[Mônica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedron]]></surname>
<given-names><![CDATA[Mariluce]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Joaçaba Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Joaçaba Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Joaçaba Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>32</volume>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062022000100230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100230&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os resultados de um relato de experiência que teve por objetivo apresentar estratégias pedagógicas que podem auxiliar na diminuição do bullying envolvendo estudantes do ensino fundamental I de uma escola de educação básica localizada no oeste catarinense. Estudos indicam que as ações pedagógicas de prevenção ao bullying, para serem efetivas, precisam ser contínuas e sistemáticas, visando a garantir o envolvimento de crianças e adolescentes, estimulando o protagonismo, o cuidado e o respeito às diferenças. Diante disso, incorporou-se o tema bullying ao conteúdo programado da disciplina de Língua Portuguesa. Entre os resultados, indica-se que a utilização das situações-problema que fazem parte do contexto educacional e da convivência entre os estudantes é uma estratégia pedagógica inovadora que tem potencial de (trans)formação do contexto escolar, pois proporciona a reflexão-ação do quefazer pedagógico, bem como estimula coletividade e cooperação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article presents the results of an experience report that aimed to promote pedagogical strategies that can help in the reduction of bullying involving elementary school students, from a basic education school located in western Santa Catarina. Studies indicate that pedagogical actions to prevent bullying, to be effective, need to be continuous and systematic, aiming to guarantee the involvement of all students, encouraging protagonism, care and respect for differences. Therefore, the theme of bullying was incorporated into the programmed content of the Portuguese language discipline. Among the results, it is indicated that the use of problem situations, which are part of the educational context and the coexistence between students, are innovative pedagogical strategies that have the potential for (trans) formation of the school context, as they provide the reflection-action of the teaching, as well as stimulating collectivity and cooperation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de un relato de experiencia que tuvo como objetivo promover estrategias pedagógicas que puedan ayudar en la reducción del bullying que involucra a estudiantes de enseñanza primaria de una escuela de educación básica ubicada en el occidente de Santa Catarina. Investigaciones indican que las acciones pedagógicas para prevenir el bullying escolar, para que sean efectivas, deben ser continuas y sistemáticas, con el objetivo de garantizar la participación de todos los estudiantes, fomentando el protagonismo, el cuidado y el respeto por las diferencias. Por ello, fue incorporado el tema del bullying escolar en el contenido programado de la disciplina de Lengua Portuguesa. Entre los resultados, se indica que el uso de situaciones problema que son parte del contexto educativo y de la convivencia entre estudiantes es una estrategia pedagógica innovadora que tiene el potencial de (trans)formación del contexto escolar, ya que brinda la reflexión-acción del quehacer pedagógico, así como estimula la colectividad y la cooperación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Bullying]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="en"><![CDATA[Bullying]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="es"><![CDATA[Bullying]]></kwd>
<kwd lng="es"><![CDATA[Práctica Pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Primaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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