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Publication
Prevenção e atuação no bullying e a relação com regulação emocional em contexto escolar no 1.º Ciclo do Ensino Básico
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Advisor(s)
Abstract(s)
O presente Trabalho de Projeto teve como principal objetivo a prevenção do bullying em contexto escolar, através da mediação e da autorregulação emocional das crianças, complementadas por atividades de natureza socioeducativa adequadas à faixa etária do público-alvo.
O projeto foi desenvolvido entre os meses de outubro e maio do ano letivo de 2024/2025, no Centro Escolar de Celorico de Basto, pertencente ao Agrupamento de Escolas de Celorico de Basto. Participou no estudo uma turma do 4.º ano do 1º Ciclo do Ensino Básico, constituída por 21 alunos, com idades compreendidas entre os 9 e os 10 anos, selecionada por se encontrar em fase de transição para ciclos de ensino subsequentes, caracterizados por contextos sociais mais amplos e diversificados.
Atendendo à crescente preocupação associada ao fenómeno bullying em contexto escolar e às suas implicações no bem-estar emocional e social das crianças, este projeto procurou intervir precocemente, promovendo competências socioemocionais, estratégias de resolução de conflitos e comportamentos de convivência positiva.
Salienta-se, ainda, a possível necessidade de serem implementados programas de intervenção, desde os primeiros anos de escolaridade. A mediação escolar
contribui para prevenir os conflitos que possam surgir e com foco em construir uma sociedade mais pacífica, igualitária e fortalecida na autonomia, na cidadania e no respeito. Aqui pretende-se encarar o conflito como uma oportunidade de crescimento, auxiliando na promoção da convivência nas escolas, consciencializando os alunos para que se compreendam a si e compreendam o outro.
A metodologia adotada insere-se no paradigma qualitativo, recorrendo à investigação-intervenção como abordagem central. Os procedimentos de recolha de dados incluíram a observação participante, o registo em diário de bordo, grelhas de observação comportamental e a análise de produções realizadas pelos alunos ao longo das sessões. A intervenção consistiu na implementação de sessões estruturadas de mediação escolar, educação emocional e dinâmicas de grupo, orientadas para a identificação, compreensão e regulação das emoções, bem como para a prevenção de comportamentos agressivos e de exclusão social.
Os resultados evidenciaram mudanças positivas ao nível das interações sociais, da consciência emocional e da gestão de conflitos entre os alunos, reforçando a
pertinência de programas de intervenção preventiva desde os primeiros anos de escolaridade.
The present Project Work aimed primarily at the prevention of bullying through mediation and the emotional self-regulation of children, as well as through other social activities suited to the age group of the target audience selected for the intervention research project. This project was carried out between October and May of the 2024/2025 academic year, at Centro Escolar de Celorico de Basto, part of the Agrupamento de Escolas de Celorico de Basto. For this purpose, a 4th-grade class from the first cycle of basic education was selected, composed of 21 students aged between 9 and 10 years old. This choice was based on the fact that these students were in their final year before transitioning to the next educational cycle — and consequently to a much larger community, with young people of various ages and other members of the educational environment. Bullying has increasingly become a matter of concern within schools and among the diuerent agents involved in the educational context, due to its prevalence and the consequences it may have on the health and well-being of both victims and perpetrators. Victims often experience various forms of aggression that contribute to their social exclusion. It is also important to highlight the potential need for implementing intervention programmes from the early years of schooling. School mediation contributes to the prevention of conflicts that may arise, with the aim of building a more peaceful, equitable, and autonomous society based on citizenship and mutual respect. The intention here is to view conflict as an opportunity for growth, supporting the promotion of positive coexistence in schools and raising students’ awareness so that they can better understand themselves and others. The most recurrent and privileged methodological approach adopted for the development of this project is qualitative in nature, through an action-research framework.
The present Project Work aimed primarily at the prevention of bullying through mediation and the emotional self-regulation of children, as well as through other social activities suited to the age group of the target audience selected for the intervention research project. This project was carried out between October and May of the 2024/2025 academic year, at Centro Escolar de Celorico de Basto, part of the Agrupamento de Escolas de Celorico de Basto. For this purpose, a 4th-grade class from the first cycle of basic education was selected, composed of 21 students aged between 9 and 10 years old. This choice was based on the fact that these students were in their final year before transitioning to the next educational cycle — and consequently to a much larger community, with young people of various ages and other members of the educational environment. Bullying has increasingly become a matter of concern within schools and among the diuerent agents involved in the educational context, due to its prevalence and the consequences it may have on the health and well-being of both victims and perpetrators. Victims often experience various forms of aggression that contribute to their social exclusion. It is also important to highlight the potential need for implementing intervention programmes from the early years of schooling. School mediation contributes to the prevention of conflicts that may arise, with the aim of building a more peaceful, equitable, and autonomous society based on citizenship and mutual respect. The intention here is to view conflict as an opportunity for growth, supporting the promotion of positive coexistence in schools and raising students’ awareness so that they can better understand themselves and others. The most recurrent and privileged methodological approach adopted for the development of this project is qualitative in nature, through an action-research framework.
Description
Keywords
Bullying Mediação Intervenção Regulação emocional Violência Exclusão social