Nem sempre o adulto resolve... : o serviço de orientação educacional e as práticas de bullying no primeiro segmento do ensino fundamental

Abstract

The educational orientation of education dedicated to the formation of citizen/at full, dignified and tolerant needs to be vigilant about the current challenges of education, as is the case of bullying (GRINSPUN, 2008, 2012). Bullying is an educational and social problem that reaches thousands of students around the world and it is characterized as a kind of school violence that occurs between pairs of systematic way resulting in a unequal power relationship between the target and the practitioner. The violent practices of bullying can be different and express bigotry and prejudice to differences that constitute the identities of students and, according to the research on the topic, the beginning of these practices can be observed more and more earlier (ANTUNES, 2010; ANTUNES & ZUIN, 2008; ESTEVES, 2015; ESTEVES& ANDRADE, 2015; LOPES NETO, 2005; LOPES NETO& SAAVEDRA, 2003). In this context, the educational guidance can be an ally to the planning and implementation of prevention strategies and coping to bullying in school s everyday, based on the principles of intercultural education and for tolerance (ANDRADE, 2009; CANDAU, 2011, 2012, 2014). For this, it is necessary to know the reality of the school which is a part, in order to propose actions according to the demand presented by the institution. Therefore, this qualitative social research (MINAYO, 2013) which is characterized as a case study sought to meet the reality of an educational institution considered as reference in the State of Rio de Janeiro with regard to bullying practices: the existence or not of this phenomenon in school searched; the perceptions of a portion of the school community about bullying and its relation with prejudice; and what the performance of educational guidance for confronting and preventing bullying in the panorama presented. Finally, this research has enabled the following conclusions: confirmation of the existence of practices of bullying in the first segment of the elementary school; the occurrence of different perceptions about bullying among research participants (students and their families/professionals in the institution); the dialogue and the elaboration of a systematization of activities as strategies for educational guidance in the implementation of prevention and combating the bullying in this school, in partnership with other departments, by means of mediation and integration among all.