<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932023000100104</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v28e2023a6059</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As hierarquias escolares e a violência entre estudantes]]></article-title>
<article-title xml:lang="en"><![CDATA[School hierarchies and violence among students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Marian Ávila de Lima e]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Patrícia Ferreira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carreira]]></surname>
<given-names><![CDATA[João Luiz Cavalcante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de São Paulo Escola de Filosofia, Letras e Ciências Humanas Departamento de Educação]]></institution>
<addr-line><![CDATA[Guarulhos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de São Paulo Instituto do de Psicologia Programa de Pós-Graduação em Psicologia Escolar e do Desenvolvimento Humano]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Secretaria Municipal de Educação de São Paulo Diretoria Regional de Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932023000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932023000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932023000100104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A partir das hierarquias escolares identificadas por Ador-no, investigou-se a relação entre o desempenho escolar (destaque nas notas e atividades de classe &#8211; hierarquia oficial) e ser vítima ou praticante de maus tratos; a relação entre o desempenho em Educação Física, a popularidade (hierarquia não oficial) e a condição de sofrer ou praticar maus tratos entre pares e, ainda, se os estudantes que se destacam na primeira situação, também se destacam na segunda. As respostas aos questionários e escalas aplicados a 223 estudantes do nono ano do Ensino Fundamental de escolas públicas de uma cidade da Grande São Paulo indicaram, sobre a hierarquia oficial, que os que nessa se destacam não tendem a ser vítimas ou agressores, enquanto aqueles que não se destacam, tendem a ser vítimas e agressores, conforme indicação de colegas. Se o mau desempenho na hierarquia oficial coloca o aluno como vítima ou agressor, é a sua posição na hierarquia não oficial que influencia qual desses papéis ele ocupará. Os considerados populares e com bom desempenho físico tendem a ser identificados como agressores e os impopulares e que não se saem bem em Educação Física, como vítimas. Além da correlação entre ser popular e sair-se bem nos esportes, que confirma a existência da hierarquia não oficial na escola, também há uma correlação entre popularidade e destaque na hierarquia oficial, sugerindo que a popularidade também é um aspecto importante nessa hierarquia. Esse dado leva ao questionamento sobre quais atributos identificam atualmente o &#8220;bom aluno&#8221; e quanto o reconhecimento do bom desempenho acadêmico pode ser confundido atualmente com um mero cumprimento de tarefas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Based on the concept of school hierarchies identified by Adorno, the aim of this paper was to investigate the relation between school performance (standing out in grades and class activities &#8211; official hierarchy) and being a victim or perpetrator of maltreatment; the relation between performance in Physical Education and popularity (unofficial hierarchy) in suffering or perpetrating maltreatment among peers; and whether students who excel in the former also stand out in the latter. The responses to questionnaires and scales administered to 223 ninth-grade students from public schools in a city in the Greater São Paulo area indicated, in relation to the official hierarchy, that those who stand out are less likely to be victims or aggressors, while those who do not excel tend to be victims and aggressors, as reported by their peers. If a student&#8217;s poor performance in the official hierarchy positions them as a victim or aggressor, their position in the unofficial hierarchy will influence which of these roles they will occupy. Those who are considered popular and perform well in physical education tend to be identified as aggressors, while those who are unpopular and who do not perform well in physical education, as victims. In addition to the correlation between being popular and doing well in sports &#8211; which confirms the existence of an unofficial hierarchy at school &#8211; we also found a correlation between popularity and prominence in the official hierarchy, suggesting that popularity is also an important aspect in this hierarchy. This data raises questions about which attributes currently identify the &#8220;good student&#8221; and to what extent recognition of good academic performance can be misconstrued as mere accomplishment of tasks.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho em educação física]]></kwd>
<kwd lng="pt"><![CDATA[Popularidade na escola]]></kwd>
<kwd lng="pt"><![CDATA[Teoria crítica da sociedade]]></kwd>
<kwd lng="pt"><![CDATA[Violência escolar]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
<kwd lng="en"><![CDATA[Physical education performance]]></kwd>
<kwd lng="en"><![CDATA[Popularity at school]]></kwd>
<kwd lng="en"><![CDATA[Critical theory of society]]></kwd>
<kwd lng="en"><![CDATA[School violence]]></kwd>
</kwd-group>
</article-meta>
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