Teacher's experience in identifying bullying at school

Abstract

Introduction: Currently, bullying is one of the main forms of violence in schools, and can cause severe psychological and physical damage to its victims. The insertion of the teacher has been identified as the crucial factor in facing and solving the problem. Objective: The aim of this study was to verify the teacher's experience in recognizing bullying in the classroom. Methodology: This is a descriptive cross-sectional study, consisting of 73 teachers who work with children aged 10 to 12 years, from a total of 138 educators, from 22 public schools in a city in the interior of the state of São Paulo . For data collection, a mixed questionnaire was applied and for the interpretation of results, frequency and content analysis were used. Results: Of the total participants, 83.5% had up to 10 years of work as a teacher and 72.6% said they had witnessed episodes of discrimination and / or violence among adolescents in the classroom, where 86.3% stressed feeling sad, indignation and revolt at such acts. In relation to the attitude they would take in the face of bullying, dialogue prevailed as being the most effective measure, emphasizing that encouraging parents' participation in their children's lives would favor the improvement of behavior. Conclusions: It is concluded that educators identify bullying in the classroom and feel sad about the situation, considering the dialogue and the participation of the family in the children's lives as essential factors in combating the problem.