Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Vrecchi, Muriel Regina
 |
| Orientador(a): |
Vieira, Leila Maria
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
IASCJ - Universidade Sagrado Coração
|
| Programa de Pós-Graduação: |
Saúde Coletiva
|
| Departamento: |
Ciências da Saúde e Biológicas
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| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://localhost:8080/tede/handle/tede/16
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Resumo: |
This is a qualitative study aiming to understand the interaction experienced by teachers as witnesses of bullying among adolescents in the school, and elaborate a representative theoretical model. The theoretical saturation took place through the analysis of eight interviews conducted in a non-directive way, according to the theory internationally known as Grounded Theory. In this process, two phenomena had emerged: experiencing the bullying, and seeking strategies to alleviate suffering. Of the realignment of the categories and subcategories, arisen from the phenomena, a central category emerged, called: BULLYING IN ADOLESCENCE: FROM VULNERABILITY TO THE SEARCH OF STRATEGIES FOR HARMONY IN THE SCHOOL . From the analysis in the light of Symbolic Interactionism, it was evidenced that the experiences should not be considered as an isolated event, but within a broader context and permeated by many mishaps. Dealing with bullying is a daily challenge but the teachers have been engaged in the search for strategies to perform educational works that enhance and strengthen themselves and the others involved. It is emphasized the need for involvement of managers, teachers, family and society, transforming the school from vulnerable to violence into a healthy learning environment. |
