Bullying in Brazilian Schools: Theoretical Aspects, Teacher´s Opinions and Didactic Orientations

Abstract

Bullying involves an array of intentional and aggressive types of behavior that damage schooling, social and psychological development of the aggressor and the aggressed. Strictly speaking, bullying comprises repeated aggressive behavior within a context of force imbalance. Many factors affect the bullying behavior and it is important that education professionals identify this type of violence. Since the above concern pervades the Brazilian educational system, current analysis forwards an in-depth study on the theme and, at the same time, informs other educational professionals on the subject. Although bulling cannot be said to be an exclusive phenomenon in education, it is the role of the school, as a theatre of social relationships, to minimize the phenomenon. Current investigation deals with the notion that educational professionals have on bullying and suggests the attitudes they should take to solve the problem within the school milieu. An open and closed questionnaire was applied within a qualitative and quantitative perspective. Answers, analyzed and selected according to the project´s aims, are a collaboration for educational professionals and school staff involved within schooling activities to identify a bulling behavior, especially through its differentiation from other types of violence. They may thus know how to solve such a phenomenon identified in the school.