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O estudo intitulado “Os assistentes operacionais em situações de bullying escolar: saberes
e práticas” visa dar resposta à seguinte questão-problema “Como atuam e o que sabem os
assistentes operacionais sobre o bullying no contexto escolar?”. Estipularam-se como
objetivos (i) analisar os conhecimentos dos(as) assistentes operacionais sobre o bullying
no contexto escolar; (ii) identificar as estratégias adotadas pelos assistentes operacionais
quando confrontados com situações de bullying em contexto escolar; (iii) delinear
propostas de intervenção direcionadas aos assistentes operacionais. Adotou-se uma
metodologia mista, recorrendo-se a um inquérito por questionário composto por questões
abertas e fechadas aplicada a um grupo de participantes composto por 82 assistentes
operacionais, de ambos os sexos, de escolas do 1.º Ciclo do Ensino Básico ao Ensino
Secundário, situadas numa cidade do norte e interior de Portugal. Destaca-se deste estudo
que os assistentes operacionais autoavaliam muito favoravelmente os seus conhecimentos
sobre o bullying, ainda que a grande maioria apresente uma noção genérica deste conceito,
não consagrando as dimensões essenciais na sua operacionalização. A maioria indica
também atuar em situações de bullying, não divergindo a sua intervenção em função do
sexo, da idade, do estado civil ou do facto de ter frequentado alguma ação de
formação/sensibilização sobre o bullying. Também, ainda que a maioria dos participantes
indique sentir-se capaz para intervir em situações de bullying, destaca-se a disparidade de
procedimentos e a inexistência de uma intervenção padronizada face a estas situações. A
maioria dos participantes indica ser pertinente a realização de ações de formação no
âmbito do bullying e expressa, igualmente, o desejo de fazer parte dessa formação.
Quanto às propostas de intervenção é imperioso o reforço da vigilância e a aposta na
capacitação destes profissionais para melhorar a supervisão dos espaços escolares.
Concluiu-se deste estudo que os participantes estão conscientes do impacto do bullying,
contudo, a grande maioria não apresenta um conhecimento claro deste conceito, o que
pode obstaculizar a sinalização e atuação perante estas situações. É ainda de sublinhar o
potencial contributo do Educador Social no processo de capacitação destes profissionais.
The study entitled “Operational assistants in situations of school bullying: knowledge and practices” aims to answer the following question-problem "How do operational assistants act and what do they know about bullying in the school context?". This study aims to (i) to analyse the knowledge of operational assistants about bullying in the school context; (ii) to identify the strategies adopted by operational assistants when confronted with bullying situations in the school context; (iii) to develop intervention proposals directed to operational assistants. A mixed methodology was adopted, using a questionnaire survey composed of open and closed questions applied to a group of participants consisting of 82 operational assistants of both genders, working on primary to secondary schools, located in a city in the north and interior of Portugal. It is worth highlighting from this study that the operational assistants gave a very favourable self-assessment of their knowledge about bullying, even though the vast majority have a generic notion of this concept, not establishing the essential dimensions in its operationalisation. The majority also indicate that they act in bullying situations, with their intervention not differing according to gender, age, marital status, or the fact of having received some form of training/awareness-raising on bullying. In addition, although most of the participants indicate a strong feeling of being able to interfere in bullying situations, the disparity of procedures and the inexistence of a standardized intervention in these situations stands out. The majority of the participants indicate the relevance of training actions in the area of bullying, and also express the willingness to be part of that training. As for the proposals for intervention, it is imperative to strengthen vigilance and invest in the training of these professionals to improve the supervision of school spaces. Respondents are aware of the impact of bullying, however, the great majority does not have a clear knowledge of this concept, which may obstruct the identification and action when faced with these situations. It is also necessary to underline the potential contribution of the Social Educator in this process regarding a better training of these professionals.
The study entitled “Operational assistants in situations of school bullying: knowledge and practices” aims to answer the following question-problem "How do operational assistants act and what do they know about bullying in the school context?". This study aims to (i) to analyse the knowledge of operational assistants about bullying in the school context; (ii) to identify the strategies adopted by operational assistants when confronted with bullying situations in the school context; (iii) to develop intervention proposals directed to operational assistants. A mixed methodology was adopted, using a questionnaire survey composed of open and closed questions applied to a group of participants consisting of 82 operational assistants of both genders, working on primary to secondary schools, located in a city in the north and interior of Portugal. It is worth highlighting from this study that the operational assistants gave a very favourable self-assessment of their knowledge about bullying, even though the vast majority have a generic notion of this concept, not establishing the essential dimensions in its operationalisation. The majority also indicate that they act in bullying situations, with their intervention not differing according to gender, age, marital status, or the fact of having received some form of training/awareness-raising on bullying. In addition, although most of the participants indicate a strong feeling of being able to interfere in bullying situations, the disparity of procedures and the inexistence of a standardized intervention in these situations stands out. The majority of the participants indicate the relevance of training actions in the area of bullying, and also express the willingness to be part of that training. As for the proposals for intervention, it is imperative to strengthen vigilance and invest in the training of these professionals to improve the supervision of school spaces. Respondents are aware of the impact of bullying, however, the great majority does not have a clear knowledge of this concept, which may obstruct the identification and action when faced with these situations. It is also necessary to underline the potential contribution of the Social Educator in this process regarding a better training of these professionals.
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Assistentes Operacionais Bullying escolar Educação social