Bullying na escola: construção e validação de um questionário sobre a percepção dos professores.

Abstract

With the popularization of the term and the reinforcement of the media, bullying began to be understood under an approach that characterizes it as an epidemic, being treated by experts as a public health problem. In addition to this perspective, there is the criminalization of the phenomenon, supported by Federal Law No. 13,185/2015, and others, such as Law No. 5,824, of 2010, sanctioned in the State of Rio de Janeiro, which obliges schools to contact the Guardianship Council and the police in cases of bullying. In both actions, imposed by law, the teacher is given a central role in prevention and control. However, the literature lacks instruments for identifying the phenomenon from a teaching perspective. Thus, the objective of this study was to build and validate an instrument for identifying bullying in the school environment from a teaching perspective. The analysis of the instrument's content validity data was carried out through methodological triangulation, where the instrument evaluation process consisted of two stages: the first was an individual quantitative analysis and the second a qualitative analysis. The evaluation committee was made up of 8 judges and researchers in the area of knowledge of the instrument and with extensive experience in teaching. The results of the quantitative and qualitative individual assessment stages ensured the content validity of the “Bullying Questionnaire at School: Teachers’ Perception”, as an instrument that can be used in research on this phenomenon. The questionnaire content validation pre-test stage was carried out with 35 teachers (Female = 23; Male = 12 / M age = 42.3 years) of basic education (elementary education II and secondary education). After responding to the questionnaire and being interviewed regarding their understanding, the teachers considered the instrument clear, comprehensive, adequate. and representative. The quantitative data obtained in the pre-test were treated based on descriptive statistics and the qualitative data through the perspective of Certeau (1988). The results showed that most teachers see that bullying occurs, but it is not a recurring conflict. The most common teaching attitude when observing a case of bullying is to try to resolve it in the classroom. Mocking/teasing are the most common cases. Most respondents agree that Law 13,185/2015 contributes to changing teachers' behaviors and attitudes towards students and consider it very important as a prevention factor for violence, indiscipline and bullying at school. It is recommended to apply this instrument to a larger number of teachers, to refine this questionnaire through inferential statistical analysis.