| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 527.21 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Adotando uma perspetiva bioecológica, o bullying é considerado como um fenómeno relacional influenciado por diversos sistemas. Centrando-nos no contexto escolar, assiste-se a um interesse crescente pelo estudo das perceções sobre o bullying considerando a perspetiva dos profissionais de ensino, em particular, dos professores. Competindo aos assistentes operacionais a vigilância dos espaços escolares onde habitualmente ocorrem manifestações de bullying, estes profissionais desempenham um papel fulcral na identificação destas situações. Reconhecendo a sua importância no contexto escolar e tendo em conta a parca investigação existente com este público-alvo, este estudo tem como objetivo analisar os conhecimentos dos assistentes operacionais sobre o bullying no contexto escolar. Neste âmbito justifica-se a opção por uma investigação de natureza mista, transversal e exploratória, tendo sido utilizado o inquérito por questionário como técnica de recolha de dados. Participaram 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. Os dados recolhidos comprovaram que os assistentes operacionais autoavaliaram muito favoravelmente os seus conhecimentos sobre o bullying, ainda que a maioria apresentasse uma noção genérica deste conceito, não consagrando as dimensões essenciais na sua operacionalização. Concluiu-se que, embora estivessem conscientes do impacto do bullying, a maioria não evidenciou um conhecimento das dimensões incluídas, o que pode obstaculizar a sinalização e atuação perante esta forma de violência escolar
Adopting a bio-ecological perspective, bullying is considered a relational phenomenon influenced by several systems. Focusing on the school context, there is a growing interest in studying perceptions of bullying from the perspective of teaching professionals, particularly teachers. As operational assistants are responsible for the surveillance of school spaces where bullying events usually occur, these professionals play a key role in the identification of these situations. Recognizing their importance in the school context and considering the scarce existing research with this target audience, this study aims to analyze the knowledge of operational assistants about bullying in the school context. In this context, a mixed, cross-sectional, and exploratory research was adopted, using the questionnaire survey as data collection. This study included a total of 82 operational assistants of both genders, working in 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 favorable self-assessment of their knowledge about bullying, even though the vast majority had a generic notion of this concept, not establishing the essential dimensions in its operationalization. Although participants were aware of the impact of bullying, the great majority did not express a clear knowledge of the included dimensions, which may obstruct the identification and action when faced with this type of school violence
Adopting a bio-ecological perspective, bullying is considered a relational phenomenon influenced by several systems. Focusing on the school context, there is a growing interest in studying perceptions of bullying from the perspective of teaching professionals, particularly teachers. As operational assistants are responsible for the surveillance of school spaces where bullying events usually occur, these professionals play a key role in the identification of these situations. Recognizing their importance in the school context and considering the scarce existing research with this target audience, this study aims to analyze the knowledge of operational assistants about bullying in the school context. In this context, a mixed, cross-sectional, and exploratory research was adopted, using the questionnaire survey as data collection. This study included a total of 82 operational assistants of both genders, working in 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 favorable self-assessment of their knowledge about bullying, even though the vast majority had a generic notion of this concept, not establishing the essential dimensions in its operationalization. Although participants were aware of the impact of bullying, the great majority did not express a clear knowledge of the included dimensions, which may obstruct the identification and action when faced with this type of school violence
Description
Keywords
Bullying Assistentes Operacionais Perceção Escola Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Moura, Inês; Novo, Rosa; Prada, Ana Raquel Russo (2022). Bullying: perceções dos assistentes operacionais. EduSer - Revista de Educação. ISSN 1645-4774. 14:2, p. 1-14
Publisher
Instituto Politécnico de Bragança