<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432023000100090</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2023.v32.n69.p90-105</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[DIFERENCIAS ENTRE ESTUDIANTES Y DOCENTES DE UNA ESCUELA SECUNDARIA RESPECTO AL BULLYING Y LA DISCRIMINACIÓN]]></article-title>
<article-title xml:lang="en"><![CDATA[DIFFERENCES BETWEEN STUDENTS AND TEACHERS OF A SECONDARY SCHOOL IN RELATION TO BULLYING AND DISCRIMINATION]]></article-title>
<article-title xml:lang="pt"><![CDATA[DIFERENÇAS ENTRE ALUNOS E PROFESSORES DE UMA ESCOLA SECUNDÁRIA EM RELAÇÃO A BULLYING E DISCRIMINAÇÃO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cañongo]]></surname>
<given-names><![CDATA[Anayanzin Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villegas]]></surname>
<given-names><![CDATA[Gabriela Ordaz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomasini]]></surname>
<given-names><![CDATA[Guadalupe Acle]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Programa Adopte un Talento  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Facultad de Estudios Superiores Zaragoza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Facultad de Estudios Superiores Zaragoza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>32</volume>
<numero>69</numero>
<fpage>90</fpage>
<lpage>105</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432023000100090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432023000100090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432023000100090&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En México se reportan altos índices de prevalencia de bullying, las conductas de hostigamiento físico o psicológico entre el alumnado podrá impactar negativamente a toda la comunidad escolar. De aquí, el interés por analizar las similitudes y diferencias de profesores y alumnos respecto a distintos elementos que caracterizan el bullying. Para ello, se realizó un estudio mixto. Participaron 100 alumnos de secundaria (Medad= 13 años); que contestaron diversos cuestionarios y se entrevistó a 6 docentes (Medad= 51 años). Los principales hallazgos muestran que alumnos y docentes coincidieron en señalar las características de acosadores y acosados, la forma de la violencia ejercida y la intencionalidad. Pero, difirieron respecto al desequilibrio de poder y a la frecuencia de observación, experimentación y perpetración en la presencia de las acciones violentas. Identificar estas similitudes y diferencias entre profesores y alumnos respecto a las características del bullying, permitirá el diseño e instrumentación de programas de intervención para generar entornos escolares seguros y libres de violencia para toda la comunidad escolar en el nivel de secundaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In Mexico, high prevalence rates of bullying are reported, physical or psychological harassment behaviors among students may negatively impact the entire school community. Hence, the interest in analyzing the similarities and differences of teachers and students regarding different elements that characterize bullying. For this, a mixed study was carried out. 100 high school students participated (Mage=13 years); who answered various questionnaires and 6 teachers were interviewed (Mage = 51 years). The main findings show that students and teachers agreed in pointing out the characteristics of harassers and harassed, the form of violence exerted and intentionality. But they differed regarding the imbalance of power and the frequency of observation, experimentation, and perpetration in the presence of violent actions. Identifying these similarities and differences between teachers and students regarding the characteristics of bullying will allow the design and implementation of intervention programs to generate safe and violence-free school environments for the entire school community at the secondary level.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO No México, são relatadas altas taxas de prevalência de bullying, comportamentos de assédio físico ou psicológico entre os alunos que podem impactar negativamente toda a comunidade escolar. Daí o interesse em analisar as semelhanças e diferenças na percepçao professores e alunos em relação aos diferentes elementos que caracterizam o bullying. Para isso, foi realizado um estudo misto. Participaram 100 alunos do ensino médio (Midade=13 anos), que responderam a vários questionários e foram entrevistados 6 professores (Midade= 51 anos). Os principais achados mostram que alunos e professores concordaram quanto às características dos assediadores e assediados, à forma de violência exercida e à intencionalidade. Contudo, diferiram quanto ao desequilíbrio de poder e à frequência de observação, experimentação e perpetração na presença de ações violentas. Identificar essas semelhanças e diferenças as percepçoes de professores e de alunos em relação às características do bullying permitirá o desenho e implementação de programas de intervenção para gerar ambientes escolares seguros e livres de violência para toda a comunidade escolar no nível médio.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[bullying]]></kwd>
<kwd lng="es"><![CDATA[jerarquías]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[popularidad y superioridad]]></kwd>
<kwd lng="en"><![CDATA[Bullying]]></kwd>
<kwd lng="en"><![CDATA[hierarchy]]></kwd>
<kwd lng="en"><![CDATA[secondary school]]></kwd>
<kwd lng="en"><![CDATA[popularity]]></kwd>
<kwd lng="en"><![CDATA[superiority]]></kwd>
<kwd lng="pt"><![CDATA[Bullying]]></kwd>
<kwd lng="pt"><![CDATA[hierarquia]]></kwd>
<kwd lng="pt"><![CDATA[ensino secundário]]></kwd>
<kwd lng="pt"><![CDATA[popular]]></kwd>
<kwd lng="pt"><![CDATA[superioridade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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