<?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>S1981-81062023000100114</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v33.n.66.s16671</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Crenças, autoeficácia e estratégias de professores diante do bullying]]></article-title>
<article-title xml:lang="en"><![CDATA[Beliefs, self-efficacy and teacher strategies in face of bullying and perceptions of violence]]></article-title>
<article-title xml:lang="es"><![CDATA[Creencias, autoeficacia y estrategias de los profesores ante el acoso escolar y la percepción de la violencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luna]]></surname>
<given-names><![CDATA[Geisy Lanne Muniz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stelko-Pereira]]></surname>
<given-names><![CDATA[Ana Carina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Dayse Lorrane Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Steffany Rocha da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Bruna Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundação Regional de Saúde do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa Paraíba]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Escola de Saúde Pública do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></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>33</volume>
<numero>66</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062023000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062023000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062023000100114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Buscou-se identificar e relacionar as ocorrências de violência que envolvem estudantes e professores, as estratégias utilizadas por esses professores para o enfrentamento do bullying e as suas crenças e percepção de autoeficácia para intervir nesse problema. Em estudo transversal, com abordagem analítica, realizado em 2018, com 46 professores de Guaiúba, Ceará, Brasil, foram aplicados três questionários para investigação da violência escolar e das práticas, crenças e percepção de autoeficácia dos docentes diante do bullying. Os dados foram analisados por meio de estatística descritiva e inferencial. Identificou-se que existe prevalência significativa de violências que envolvem professores e estudantes nas escolas investigadas. Professores que foram autores de bullying na infância concordam mais com crenças normativas (p=0,04) e de aprendizagem (p=0,03), enquanto professores que foram vítimas acreditam que as estratégias de esquiva são inadequadas (p=0,02). Portanto, é necessária a identificação das percepções, crenças e do histórico de envolvimento em bullying de professores para a construção de programas mais eficazes de enfrentamento da violência escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract This study identified and related violence involving students and teachers, teachers bullying intervention strategies, and their beliefs and perception of self-efficacy to intervene in this problem. With a analytical approach, a cross-sectional study was carried out in 2018 with 46 teachers from Guaiúba, Ceará, Brazil. Three questionnaires were applied to investigate school violence and teachers' practices, beliefs, and perceived self-efficacy in face of bullying. The data were analyzed using descriptive and inferential statistical analysis. There is a significant prevalence of violence in school environments, with a predominance of indirect and verbal violence regarding aggression from students to teachers. Teachers who were perpetrators of bullying in childhood agree more with normative (p = 0,04) and learning beliefs (p = 0,03), while teachers who were victims believe that avoidance strategies are inadequate (p = 0,02). Therefore, it is necessary to identify teachers' perceptions, beliefs, and history of bullying involvement to build more effective programs to combat school violence.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen Este estudio buscó identificar y relacionar las ocurrencias de violencia que involucran a estudiantes y profesores, las estrategias utilizadas por los profesores para enfrentar el acoso y sus creencias y percepción de autoeficacia para intervenir en este problema. Se trata de estudio transversal, con enfoque analítico, realizado con 46 profesores de Guaiúba, Ceará, Brasil. Se aplicaron tres cuestionarios para investigar la violencia escolar y las prácticas, creencias y la percepción de autoeficacia de los profesores en cuanto a la victimización y el acoso. Los datos se analizaron mediante análisis estadístico descriptivo e inferencial. Se identificó que hay significativa prevalencia de la violência que involucra a estudiantes y profesores en los entornos escolares. Los profesores que han practicado el acoso en la infancia están más de acuerdo con las creencias relacionadas con la normativa (p = 0,04) y el aprendizaje (p = 0,03), mientras que los profesores que fueron víctimas creen que las estrategias de evitación son inadecuadas (p = 0,02). Es necesario identificar las percepciones, las creencias y el historial de participación de los profesores en el acoso escolar para crear programas más eficaces para abordar la violencia escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Violência Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Bullying]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="en"><![CDATA[School Violence]]></kwd>
<kwd lng="en"><![CDATA[Bullying]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="es"><![CDATA[Violencia Escolar]]></kwd>
<kwd lng="es"><![CDATA[Acoso Escolar]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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