Bullying in schools is a concern that affects the educational environment and the emotional development of children and adolescents. Characterized by aggressive and repeated behaviors, such as intimidation, exclusion and verbal or physical aggression, bullying can have devastating consequences for victims, including anxiety, depression and, in extreme cases, even suicide. Given this reality, this research had the general objective of investigating the causes and consequences of bullying in a 5th grade class based on the children's narratives and experiences in the spaces of interactive circles in a public school in Parintins/Amazonas. In methodological terms, this is a qualitative research, based on the case study method, which aims to understand children's experiences of bullying, based on their narratives and experiences in the spaces of the interactive circles. For data production purposes, the researcher used ethnographic and participant observation, writing a field diary and conducting interactive circles with children from the 5th year class at the school and analyzing the data obtained. A survey carried out in a school in Parintins-AM, a content analysis of artistic productions revealed categories related to the causes and consequences of the characteristics. The research respects ethical principles, guaranteeing confidentiality and the consent of those responsible. The research results revealed a complex and worrying panorama about bullying at school, evidenced by the dynamics carried out and the letters written by the children.The activity "Word Dynamics: Happy" highlighted the value of intelligence and interpersonal relationships, suggesting that environments that promote friendship and self-esteem can serve as barriers against bullying. On the other hand, "Word Dynamics: Negative/Bad" exposed the presence of derogatory labels, such as "boring" and "unbearable", which can perpetuate aggressive behavior and social exclusion. Analysis of the letters demonstrated that children not only face physical and verbal aggression, but also experience a vicious cycle of aggressive behavior in response to their own experiences of bullying. Furthermore, the lack of effective interventions by educators and the lack of inclusion policies reinforce the need for a more welcoming and supportive school environment. The presence of support professionals, although positive, lacks systematization and continuity, indicating that proactive actions to prevent bullying are essential to guarantee a safe and inclusive space for all students.
|
