<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602024000100215</article-id>
<article-id pub-id-type="doi">10.24065/re.v14i1.2541</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Impactos do bullying na autoestima escolar de estudantes do Ensino Médio e Superior do Distrito Federal]]></article-title>
<article-title xml:lang="en"><![CDATA[Impacts of bullying on school self-esteem of high school and college students in the Federal District of Brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[Impactos del acoso escolar en la autoestima escolar de estudiantes de secundaria y universitarios del Distrito Federal de Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Felipe Alves de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Toledo]]></surname>
<given-names><![CDATA[Evelyn Jeniffer de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Distrito Federal ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos, Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Distrito Federal ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602024000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602024000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602024000100215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O bullying é um comportamento agressivo e repetitivo realizado de forma intencional visando prejudicar um indivíduo. Esse tipo de violência é uma preocupação mundial e no Brasil não é diferente, sendo foco de pesquisas da UNESCO e Órgãos de Segurança Pública Nacional. Diante disso, o objetivo da pesquisa foi avaliar o impacto que o bullying, no contexto escolar e acadêmico, tem na autoestima dos estudantes do Ensino Médio (EM) e Ensino Superior (ES) no Distrito Federal. Para isso, foi utilizado dois questionários: um para verificar a ocorrência de bullying e o outro a autoestima. Participaram da pesquisa 56 estudantes do EM e 60 estudantes do ES. Os questionários foram analisados e se mostraram adequados estatisticamente. Os casos de bullying no EM se mostraram superior aos do ES, sendo que no EM o papel mais expressivo foi o de vítima, enquanto no ES foi o neutro. Além disso, estudantes negros e LGBTQIAPN+ sofreram mais violências do que brancos e os que se encontram no padrão heteronormativos. Em relação a autoestima, os menores valores mensurados foram para os papeis relacionados a vítima de bullying. Por outro lado, vítimas agressoras tiveram um aumento da autoestima o que explica parcialmente o ciclo de violência escolar. Assim, incentivamos mais pesquisas a fim de ampliar o mapeamento da violência escolar para que como comunidade possamos entender e agir, não tolerando nenhum tipo de agressão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Bullying is an aggressive and repetitive behavior carried out intentionally with the aim of harming an individual. This type of violence is a global concern and in Brazil it is no different, being the focus of research by UNESCO and National Public Security Agencies. Therefore, the objective of the research was to evaluate the impact that bullying, in the school and academic context, has on the self-esteem of high school (HS) and higher education (HE) students in the Federal District of Brazil. For this, two questionnaires were used: one to verify the occurrence of bullying and the other to check self-esteem. 56 high school students and 60 higher education students participated in the survey. The questionnaires were analyzed and proved to be statistically adequate. The cases of bullying in HS were higher than those in HE, with the most significant role in secondary education being that of victim, while in higher education it was neutral. Furthermore, black and LGBTQIAPN+ students suffered more violence than white and those who fall into the heteronormative pattern. In relation to self-esteem, the lowest values measured were for roles related to the victim of bullying. On the other hand, aggressor victims had an increase in self-esteem, which partially explains the cycle of school violence. Therefore, we encourage more research to expand the mapping of school violence so that as a community we can understand and act, not tolerating any type of aggression.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El acoso escolar es un comportamiento agresivo y repetitivo que se realiza de forma intencional con el objetivo de perjudicar a un individuo. Este tipo de violencia es una preocupación mundial. Ante esto, el objetivo de esta investigación fue evaluar el impacto que el acoso escolar, en el contexto escolar y académico, tiene en la autoestima de los estudiantes de Educación Media (EM) y Educación Superior (ES) en el Distrito Federal en Brasil. Para ello, se utilizaron dos cuestionarios: uno para verificar la ocurrencia de acoso escolar, otro para medir la autoestima. En la investigación participaron 56 estudiantes de EM y 60 estudiantes de ES. Los cuestionarios fueron analizados y se mostraron adecuados estadísticamente. Los casos de acoso escolar en EM fueron superiores a los de ES. En EM, el papel más expresivo fue el de víctima, mientras que en ES fue el de neutro. Además, los estudiantes negros y LGBTQIAPN+ sufrieron más violencias que los blancos y los que se encuentran en el patrón heteronormativo. En relación con la autoestima, los valores más bajos se midieron para los roles relacionados con la víctima de acoso escolar. Por otro lado, las víctimas agresoras tuvieron un aumento de la autoestima, lo que explica parcialmente el ciclo de violencia escolar. Por lo tanto, se incentivan más investigaciones para ampliar el mapeo de la violencia escolar, para que como comunidad podamos entender y actuar, no tolerando ningún tipo de agresión.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Violência escolar]]></kwd>
<kwd lng="pt"><![CDATA[Direitos humanos]]></kwd>
<kwd lng="pt"><![CDATA[Universidade.]]></kwd>
<kwd lng="en"><![CDATA[School violence]]></kwd>
<kwd lng="en"><![CDATA[Human rights]]></kwd>
<kwd lng="en"><![CDATA[University.]]></kwd>
<kwd lng="es"><![CDATA[bullying]]></kwd>
<kwd lng="es"><![CDATA[violencia escolar]]></kwd>
<kwd lng="es"><![CDATA[Derechos humanos.]]></kwd>
</kwd-group>
</article-meta>
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