Bullying in school environment: the educators’ understanding

58 J Hum G ow h De . 2020; 30(1):58-64. DOI: h p://doi.o g/10.7322/jhgd. 30.9969 www. jhgd.com.b ORIGINAL ARTICLE Fellipe Soa es Salgado1, Wande lei Abadio de Oli ei a2, Jo ge Luiz da Sil a3, Bea iz Oli ei a Pe ei a4, Ma a Angélica Iossi Sil a5, Lélio Mou a Lou enço6 Bullying in school en i onmen : he educa o s’ unde s anding 1Dou o ando em Psicologia. P og ama de Pós-G aduação em Psicologia. Faculdade de Filoso ia, Ciências e Le as da Uni e sidade de São Paulo-USP (FFCLRP-USP). Ribei ão P e o. São Paulo. B asil. 2Pós-dou o ando em Psicologia. Faculdade de Filoso ia, Ciências e Le as de Ribei ão P e o da Uni e sidade de São Paulo (FFCLRP-USP). Ribei ão P e o. São Paulo. B asil. Bolsis a CAPES. 3Docen e. P og ama de Pós- G aduação em P omoção de Saúde. Uni e sidade de F anca (UNIFRAN). F anca. São Paulo. B asil. 4Docen e. P og ama de Pós- G aduação em Educação. Uni e sidade do Minho (UMINHO). B aga. Minho. Po ugal. 5Docen e. Escola de En e magem de Ribei ão P e o da Uni e sidade de São Paulo (EERP-USP). Ribei ão P e o. São Paulo. B asil. 6Docen e. P og ama de Pós- G aduação em Psicologia. Uni e sidade Fede al de Juiz de Fo a. Juiz de Fo a. Minas Ge ais. B asil. Abs ac In oduc ion: Bullying is a ype o iolence be ween pee s cha ac e ized by in en ionali y, epe i ion and imbalance o powe be ween ic ims and agg esso s. The occu ence o bullying in he school con ex impai s s uden s’ lea ning and heal hy de elopmen . Objec i e: To analyze he educa o s’ unde s anding o bullying in he school en i onmen . Me hods: C oss-sec ional and quali a i e s udy ca ied ou wi h 16 educa o s (p incipals, depu y p incipals, pedagogical coo dina o s and eache s) om wo public schools in a ci y in he in e io o he s a e o Minas Ge ais, B azil. Semi-s uc u ed in e iews ha ollowed a sc ip p oduced om indica ions in he specialized li e a u e we e conduc ed. The con en o he in e iews was eco ded and ansc ibed in ull. The in e p e a ion o he da a ollowed he assump ions o con en analysis, in i s hema ic modali y, conside ing he ollowing s eps: p e-analysis, explo a ion o he ma e ial, ea men o esul s and in e p e a ion. Resul s: Th ee hema ic ca ego ies we e iden i ied: 1) The cen ali y o amilies in he p oblems o schools in ela ion o he concep ion o educa o s; 2) Belie s ha es ablish explana o y links o bullying; and 3) In e en ion ac ions de eloped in ela ion o bullying. The esul s show ha educa o s’ belie s hold amilies exclusi ely esponsible o school p oblems and bullying. These concep ions s em om si ua ions expe ienced in e e yday li e o om speeches o o he educa ion p o essionals who ei e a e he absence o amilies and he li le pa en al in ol emen in he issues o o mal educa ion o child en as he majo p oblem. Na a i es o his na u e deno e he absence o an expanded unde s anding o bullying and i s complexi y. In addi ion o he amily, he educa o s poin ed ou he in luences o pe sonali y, he media and social s anda ds as ac o s ha can explain he in ol emen o s uden s in bullying si ua ions. Fo he pa icipan s, he mos e ec i e esponses o minimize o espond adequa ely o school bullying equi e he pa icipa ion o he amily and some did no belie e ha he school could do some hing e ec i e alone. In he da a se , i was no iced ha he educa o s’ belie s and unde s andings abou he p oblem o bullying p e en measu es aimed a school aspec s, which a e mo e p oximal o he occu ence o bullying, om being implemen ed. Conclusion: I is concluded ha he in es iga ed educa o s need o expand hei unde s anding o bullying, in o de o de elop e ec i e ac ions o ace his phenomenon in schools, which also include he pa icipa ion o amilies. Keywo ds: bullying, iolence, educa ion, amily ela ions, school heal h se ices. Co esponding au ho [email p o ec ed] Sugges ed ci a ion: Salgado FS, Oli ei a WA, Sil a JL, Pe ei a BO, Sil a MAI, Lou enço LM. Bullying in school en i onmen : he educa o s’ unde s anding. J Hum G ow h De . 2020; 30(1):58-64. DOI: h p://doi.o g/10.7322/jhgd. 30.9969 Open acess Manusc ip ecei ed: May 2019 Manusc ip accep ed: Oc obe 2019 Ve sion o eco d online: Ma ch 2020 59 J Hum G ow h De . 2020; 30(1):58-64. DOI: h p://doi.o g/10.7322/jhgd. 30.9969 www. jhgd.com.b School bullying is add essed wi h inc easing equency in he media and se e al s udies ha e been de eloped in an a emp o be e unde s and i . I occu s h ough con inuous and in en ional agg essions be ween s uden s who a e in a si ua ion o unequal physical, social o psychological powe 1. Bullying can mani es i sel di ec ly, in si ua ions o physical o e bal agg ession, as well as indi ec ly, when he e is dissemina ion o in o ma ion ha slande colleagues, denig a e hei image o cause hei exclusion om he pee g oup2. As a ule, hose in ol ed a e iden i ied as ic ims, agg esso s, ic im-agg esso s and wi nesses3. The Wo ld Heal h O ganiza ion conside s bullying o be a widesp ead p oblem wo ldwide4. In B azil, speci ically, he p e alence in schools is app oxima ely 28%5, which makes i conside ed a public heal h p oblem, also due o he nega i e consequences ha i causes o heal h, quali y o li e, psychosocial de elopmen and o he educa ional ajec o ies o child en and adolescen s6. In summa y, he ollowing a e associa ed wi h i : dep ession, anxie y, insomnia, loneliness, school indiscipline, d opping ou o school, use o alcohol and o he d ugs, o ending beha io s, sel -ha m and suicide3,7,8. In gene al, i is iden i ied ha in he B azilian eali y, esea ch on bullying is mos ly based on s uden s’ sel - epo s and ocuses on iden i ying i s occu ence and cha ac e izing pa icipan s. Howe e , he e a e gaps o be illed, in o de o be e unde s and his phenomenon using o he social ac o s, such as educa o s, as a sou ce o da a, who ha e he possibili y o p e en and in en ionally in e ene in he agg essions ha occu ed in he school con ex 9. I is, he e o e, a ele an heme, as he e a e indica ions in he li e a u e ha , in gene al, school ins i u ions and educa o s a e no adequa ely p epa ed o deal wi h bullying10. Rega ding educa o s, he le el o knowledge and unde s andings abou bullying guide he way hey iden i y and espond o si ua ions ha occu a school. Fo example, he unde s anding ha bullying is no ha m ul and ep esen s ypical p anks o age con ibu es o he need o in e en ion o be seen as expendable. On he o he hand, concei ing ha hese a e excessi ely se ious beha io s, encou ages he applica ion o puni i e me hods INTRODUCTION ha can u he agg a a e he p oblem, ins ead o sol ing i 11. The e o e, he absence o speci ic knowledge abou bullying ha allows he iden i ica ion o i s main causes, cha ac e is ics, subjec s in ol ed, among o he aspec s, comp omises he way i is in e p e ed by he school eam, which can iden i y i as being i ial and ha mless12, o hen encou age inapp op ia e in e en ions, as i is no possible o iden i y i and dis inguish i om o he o ms o iolence o indiscipline o s uden s. The e o e, he unde s andings p esen ed by he educa o s a e an impo an esea ch opic because hey a e indica o s o he knowledge hey ha e abou he phenomenon, he way hey unde s and i and how hey in e ene in he agg essions p ac iced by s uden s13. Fo example, a s udy de eloped wi h educa ional manage s abou he causes hey a ibu ed o school iolence iden i ied: dys unc ional amily, domes ic iolence, low sel -es eem, li le p ospec o success in he u u e, school ailu e and social inequali y14. The belie p e ailed ha iolence s ems om indi idual cha ac e is ics o s uden s and om social p ocesses exogenous o school. Thus, he esponsibili y o he p e en ion o educ ion o iolence, o he in es iga ed subjec s, would es wi h he amily, he social con ex and he s uden s hemsel es. I is impo an o highligh ha he belie o he manage s in es iga ed in he s udy by Ma a14 is in dissonance wi h he da a p esen ed by he li e a u e, which indica es ha in a-school ac o s a e he mos esponsible, especially: he absence o ailu e o school ules, nega i e school clima e, absence o adul supe ision, among o he aspec s15,16. The e o e, o p o ide new insigh s abou his p oblem aced by school child en and adolescen s, om he pe spec i e o he eache and ha his s udy was de eloped. As men ioned, he eache has an essen ial ole in acing his ype o iolence, so i is necessa y o unde s and how he pe cei es he di e en o ms o i s mani es a ion a school. A he same ime, i is ecognized ha educa o s s ill lack in o ma ion ela ed o bullying speci ically, as i is a ype o school iolence. Thus, he objec i e is o analyze educa o s’ unde s anding o bullying in he school en i onmen . Au ho s summa y Why was his s udy done? In o de o p o ide new insigh s abou a p oblem aced by school-age child en and adolescen s, he aim was o analyze educa o s’ unde s anding o bullying in he school en i onmen . Acco ding o scien i ic li e a u e, he eache has an essen ial ole in acing his ype o iolence, so i is necessa y o unde s and how he pe cei es he di e en o ms o i s mani es a ion a school. Wha did he esea che s do and ind? We in e iewed 16 educa o s om wo public schools in a ci y in he in e io o Minas Ge ais. The esul s show ha he educa o s’ belie s hold amilies exclusi ely esponsible o school p oblems and bullying, deno ing he absence o expanded unde s andings. This a ec s he way hey espond o ac in he ace o di e en bullying si ua ions. Wha do hese indings mean? The s udy’s indings sugges ha he in es iga ed educa o s need o expand hei unde s anding o bullying, in o de o de elop e ec i e ac ions o ace his phenomenon in schools, which also include he pa icipa ion o amilies. 60 J Hum G ow h De . 2020; 30(1):58-64. DOI: h p://doi.o g/10.7322/jhgd. 30.9969 www. jhgd.com.b he ques ions ha made up he in e iew sc ip we e: 1. “Among he p oblems ha you school goes h ough, which a e he mos se ious?”; 2. “F om you expe ience as a manage /educa o , wha do you conside o be bullying?”; 3. “In you opinion, wha would be he causes o bullying?”; 4. “Do you hink he e is a solu ion o bullying?”; 5. “How do you in e ene in bullying si ua ions?”. P ocedu es Pa icipan s we e selec ed o being on he eaching s a o he wo selec ed schools. The di ec o s, depu y di ec o s and pedagogical coo dina o s we e all in e iewed, since he use o he maximum a ia ion was impossible o apply due o he small numbe o educa o s in hese posi ions. Teache s we e selec ed acco ding o he ollowing cha ac e is ics: a) sex/gende , b) discipline augh , c) ime in he municipal sys em less han i e yea s, d) ime in he municipal sys em g ea e han i e yea s, e) ime since g adua ion. Thus, a emale educa o was chosen ollowed by a male; an educa o who eaches Po uguese, ollowed by Ma hema ics, His o y, Geog aphy and Physical Educa ion; an educa o who has no ye comple ed i e yea s o eaching, ollowed by one who has comple ed i e yea s and an educa o whose aining is ecen , ollowed by ano he who has had mo e ime since g adua ion. The in e iews we e conduc ed in he schools hemsel es, indi idually, in ese ed ooms. Da a analysis The con en o he in e iews was eco ded and ansc ibed in ull, p o ided, o his, wi h p io au ho iza ion om he pa icipan s. The in e p e a ion o he da a ollowed he assump ions o con en analysis, in i s hema ic modali y, conside ing he ollowing s eps: p e- analysis, explo a ion o he ma e ial, ea men o esul s and in e p e a ion21. The p e-analysis has as main objec i e he ope a ionaliza ion and o ganiza ion o he ma e ial o analysis, in his case, he ull ex om he in e iews. The explo a ion o he ma e ial co esponds o he loa ing eading phase, esponsible o he app op ia ion o he o al con en o he in e iews and he cons i u ion o he co pus o s a he composi ion o he analysis uni . The ea men o he esul s co esponded o he scopus in e p e a ion p ocess in he ligh o he hema ic ca ego iza ion, in which wo judges we e consul ed in o de o a oid possible bias in he in e p e a ion o he ma e ial. The da a we e compa ed and discussed o he o ma ion o inal ca ego ies ha co esponded o he esul s o he s udy. Th ee ca ego ies we e iden i ied: 1. The cen ali y o amilies in he p oblems o schools in he concep ion o educa o s; 2. Belie s ha es ablish explana o y links o bullying; and 3. In e en ion ac ions de eloped in ela ion o bullying. E hical Aspec s The s udy was app o ed by he Resea ch E hics Commi ee o he Fede al Uni e si y o Juiz de Fo a (UFJF), opinion 148/2011. The pa icipan s signed he F ee and In o med Consen Fo m (TCLE) and, in all s ages o he esea ch, he ecommenda ions o Resolu ion 466/2012 o he Na ional Heal h Council we e ollowed. METHODS S udy Design This is a c oss-sec ional, quali a i e, explo a o y s udy, which aims o ca e ully examine a phenomenon in o de o unde s and i , desc ibe i in i s meaning, hus answe ing e y pa icula ques ions. This ype o app oach seeks o app ehend a le el o eali y ha is no quan i iable, in ol ing belie s, alues, pe cep ions and eelings, which in ol e deepe aspec s o he phenomena o subjec s in es iga ed, which can ha dly be achie ed h ough he objec i e ope a ionaliza ion o a iables17. A he same ime, c oss-sec ional s udies a e impo an wi h ega d o hei desc ip i e cha ac e , bu also o he ex en ha hey can assume analy ical pe spec i es om he in e p e a ion exe cise pe o med by quali ied / expe ienced esea che s in he explo ed heme18. S udy loca ion The s udy was ca ied ou in he ci y o Juiz de Fo a, Minas Ge ais, B azil, loca ed 283 km om he capi al o he S a e. Juiz de Fo a has a popula ion o 516,247 inhabi an s, 320 p i a e schools (kinde ga en, elemen a y school, high school and highe educa ion), 103 municipal schools (kinde ga en and elemen a y school) and 53 s a e schools (elemen a y and high schools)19. A s udy ca ied ou wi h s uden s o his ci y ha a end 6 h o he 9 h g ades o Elemen a y Educa ion indica ed a p e alence o bullying o 60.0%18, an index highe han he na ional a e age, which in 2015 was 28.0%5, which deno es he ele ance o de elop s udies on he heme in schools in he ci y. Two public schools (school A and school B) we e selec ed o con enience o pa icipa e in he s udy. Pa icipan s The sampling c i e ion o pa icipan s in he quali a i e esea ch does no co espond o he nume ical a ibu es, such as dis ibu ion, ex ension and size. The in e es is in ob aining ma e ial ele an o he unde s anding o he subjec . The e o e, he esea ch obeyed he e ogeneous sampling, h ough he s a egy o maximum a ia ion, when he pa icipan s a e chosen o in e iew because hey p esen cha ac e is ics o di e si y poin ed ou by he li e a u e e iew20. 16 educa o s pa icipa ed in he s udy. A school A, he p incipal, he depu y p incipal, a pedagogical coo dina o and i e eache s we e in e iewed. A school B, he ice p incipal, wo pedagogical coo dina o s and i e eache s we e in e iewed. The a e age age o educa o s was 42.7 yea s. The eaching ime a ied be ween six and 30 yea s (a e age o 12.1 yea s). Rega ding gende , 13 we e emale and h ee male. In addi ion, he composi ion o he g oup o pa icipan s included a a ia ion in he ini ial aining (Po uguese, Ma hema ics, His o y, Geog aphy and Physical Educa ion), as well as in ela ion o he g ea e and lesse ime o eaching expe ience (pe iods g ea e and less han i e yea s). Ins umen s A sc ip was used o suppo he semi-s uc u ed in e iew, p oduced om li e a u e e iews. Some o 61 J Hum G ow h De . 2020; 30(1):58-64. DOI: h p://doi.o g/10.7322/jhgd. 30.9969 www. jhgd.com.b RESULTS 16 educa o s om wo public schools in a ci y in he in e io o Minas Ge ais, B azil, we e in e iewed. The esul s show ha he educa o s’ belie s hold amilies exclusi ely esponsible o school p oblems and bullying, deno ing he absence o expanded unde s andings. This unde s anding a ec s he way hey espond o ac in he ace o di e en bullying si ua ions. The cen ali y o amilies in school p oblems in he concep ion o educa o s. I is iden i ied ha he concep ions o he in es iga ed educa o s esul om si ua ions expe ienced by hem o om he speeches o o he educa ion p o essionals, and ei e a e he absence o amilies and li le pa en al in ol emen in he issues o o mal educa ion o child en. Families o aspec s ela ed o hem a e indica ed as he main p oblem aced by schools, especially he “[...] lack o amily pa icipa ion in he child en’s school li e” (P3). In ela ion o bullying, hey a ibu e i s occu ence o he lack o amily unc ionali y, o example: “[...] his lack o a ec ion om he amily will e lec he e a school, o he e is no a he o mo he . O when he e a e people who ha e p oblems wi h alcohol and o he d ugs” (P7). “You spend he whole a e noon sol ing a p oblem [...]. These o enses ha occu , hese debauche y, come om home” (P5). In his scena io, amily weaknesses a e iden i ied as a s ong eason o discou agemen in p o essional p ac ice, because, acco ding o educa o s, hose esponsible o s uden s o en do no ein o ce he good beha io o hei child en and do no gi e he child en and adolescen s he necessa y a en ion, a ec ion and suppo : “[...] he discou agemen is e y big because we ealize ha he pa en s do no espond o his [ ein o cemen and a en ion]” (P5). “We don’ ha e speci ic aining o sol e p oblems o psychologis s, social wo ke s. The school should ha e hese p o essionals. We ha e e en done a isual acui y es . And he a he doesn’ ealize i , I am shocked” (P4). Educa o s’ conside a ions o possible causes o bullying The educa o s poin ed ou ac o s conside ed de e mining o explain he in ol emen o s uden s in bullying si ua ions in schools. They belie e ha he amily is he main in luence o his ype o agg essi e beha io , despi e also he in luences o pe sonali y, he media and social s anda ds. This causal ela ionship be ween he amily con ex and bullying is e ealed by he s a emen s: “[...] his issue o bullying also has o do wi h he amily issue” (P2). “Wha you a e seeing on TV and in he amily is making i become some hing much mo e se ious” (P7). “Lack o limi s, he amily p esen , lack o alues [...]. This men ali y o iolence emains, a cul u e o iolence in which no hing has a limi ” (P1). Educa o s belie e ha he beha io al and emo ional model o igina es a home and a ec s he school en i onmen , o example: “I hink his will gene a e habi s a home, see he a he scolding his mo he [...]. And he s uden s ep oduce wha hey ha e a home, he school is jus a e lec ion” (P8). The accoun abili y o he amily can be he esul o he concep ion ha he educa o s suppo in ela ion o he adi ional amily composi ion, o middle class, whose model assumes he exis ence o a mo he a home helping he child ull ime, dedica ing he sel exclusi ely o domes ic ac i i ies. They commen ha “[...] he woman’s lea ing he home caused a e y big change, ou s, ou child en oday a e, mos o he ime, aised by hei olde b o he s, by hei neighbo ” (P8). An i-bullying in e en ion ac ions conside ed e ec i e by educa o s Acco ding o educa o s, he mos e ec i e esponses o minimize o espond app op ia ely o school bullying equi e amily pa icipa ion. Some o hem do no belie e ha he school can do some hing e ec i e alone, al hough hey belie e ha i is impo an o he de elopmen o child en and adolescen s and ele an o dealing wi h si ua ions o agg ession: “long- e m solu ion, bu only wi h he pa icipa ion o he amily” (P6); “[...] he school has an impo an ole, bu again, wi hou he amily, no hing can be done. The school helps, you can call he pa en s o open hei eyes, bu he a he mus ake ac ion” (P1); “[...] I hink he school should ale pa en s o ake ca e o hei child en, o spend ime wi h hem, you know? Quali y ime and ha he child does no eel ang y o alone” (P2); [...] “We a e doing some e y impo an in e en ions he e a school in ela ion o iolence [...]. So we had an idea o ha ing mee ings ha a e called amily mee ings” (P8). DISCUSSION Bullying was in he backg ound in he analysis o educa o s abou he main p oblems aced by he school and he amily p edomina ed in hei speeches. I is no ewo hy ha ecei ing o no ecei ing amily suppo is essen ial in he pe o mance and school socializa ion o child en and adolescen s22,23. Valuing he pa icipa ion o pa en s in hei child en’s school li e is impo an , and i is impo an o make e o s o encou age g ea e pa icipa ion o amilies in he moni o ing o s uden s, as well as o be p esen in he school en i onmen whene e necessa y22. On he o he hand, his ecogni ion is di e en om conside ing he amily ins i u ion as he main p oblem in educa ion. Conside ing he amily as he main cause o school p oblems, exemp s he school om assuming i s sha e o esponsibili y in p o iding condi ions o an adequa e socializa ion o s uden s, o p e en ing aspec s belonging o he educa ional en i onmen om being glimpsed as also agen s o disciplina y p oblems and iolence23. Fo example: ins i u ional diso ganiza ion, he absence o ailu e o ules, he inadequacy in he applica ion o disciplina y measu es and he unp epa edness o he school eam o deal wi h si ua ions o indiscipline, con lic and agg ession among s uden s2,16. Failu e o ecognize hese aspec s p e en s hem om being imp o ed, which could inc ease he quali y o he s uden s’ school expe ience and hus educe bullying si ua ions12,24-26. O e all, educa o s’ unde s anding o he causes 62 J Hum G ow h De . 2020; 30(1):58-64. DOI: h p://doi.o g/10.7322/jhgd. 30.9969 www. jhgd.com.b and mo i a ions o bullying is ela ed o he lack o communica ion be ween pa en s and child en, o he models o educa ion adop ed by pa en s and o exposu e o iolence, whe he in he domes ic con ex o in accessing i ia ele ision, concep ion ha s uden s ep oduce a school wha hey expe ience a home. The li e a u e has esul s in his di ec ion. An assessmen o he pe cep ion o educa ional manage s iden i ied ha one o he mos signi ican causes ela ed o he phenomenon o school iolence was he “ amily b eakdown”, because, in gene al, linked o he amily a e belie s ela ed o he low quali y o “ aising” child en and li le emo ional con ac be ween i s membe s14. S ill, e en wi h he unidi ec ionali y o he educa o s’ unde s andings, he e a e indica ions ha he way amily ela ionships de elop can become a p o ec i e o isk ac o o he p ac ice o bullying, ic imiza ion o he cons uc ion o esponses o con lic s in e pe sonal18,27. In some cases, si ua ions o iolence a e e ec i ely ela ed o ac o s ou side he school, ha ing mul iple causes, including amily in e ac ions22. The e o e, depending on he causes ha may be ound in he genesis o bullying si ua ions, con ex ual app oaches o he phenomenon become he mos indica ed, in he sense o building explana o y models ha do no ocus exclusi ely on he s uden s’ indi idual expe ience and hei ways o demons a ion in schools. I is impo an o highligh , howe e , ha i is no a ma e o making amilies esponsible o he p ocess o in ol ing s uden s in si ua ions o bullying, bu o unde s anding i in i s complexi y and mul ide e mina ion16. The unde s anding p esen ed by educa o s in ela ion o he adi ional amily composi ion does no co espond o he cu en eali y made up o many single pa en s, o ha he mo he and a he wo k ull ime o e en child en wi hou pa en s, aised by o he gua dians, such as g andpa en s, many o en unable o adequa ely assis hei g andchild en28. This is impo an when conside ing ha eache s’ unde s andings a e a p edic o o he way in which hese p o essionals will concei e he ela ionship be ween school and amily, in which he school and i s p o essionals ha e an impo an ole o play in acing bullying and ha he amily can pa icipa e, bu no de e mine alone he e ec i eness o he ac ions. Thus, in he educa o s’ concep ions ega ding coping wi h bullying, he ecogni ion o he need o s uc u ed p ojec s was iden i ied, ocusing on amily pa icipa ion in he in e en ion p ocess. In he same way, hey el li le mo i a ed and suppo ed o ca y ou in e en ions, besides p esen ing a ce ain discom o wi h he ime spen in ca ying hem ou . These a e si ua ions ha bo h signal he conce n o eache s in he ace o he p oblem and indica e a lack o p epa a ion o knowledge o ac o ace he issue2. Such da a indica e he need o build ac ions o cla i y he school communi y abou aspec s conce ning bullying. The c ea ion o suppo and p o ec ion ne wo ks, based on he logic o in e sec o iali y, and he in ol emen o he amily wi h he di e en issues o schools can be a iable solu ion o bullying, expanding he ocus o ac ions. This ype o unde s anding equi es expanding he cu en belie and limi ha he school should be esponsible only o schooling29. The ele ance o his s udy is he con ibu ion o a be e unde s anding o how bullying is unde s ood in he school en i onmen by educa o s, especially by eache s, because hey a e in a p i ileged posi ion o iden i y he di e en o ms o socializa ion among child en and adolescen s and in e ene in si ua ions o iolence ha may occu , wi h a iew o p omo ing posi i e in e pe sonal ela ionships, hus con ibu ing o a less iolen and excluding school clima e24. The esul s ob ained collabo a e o public heal h inso a as i signals clues o he elabo a ion o in e en ion p og ams linked o he heal h p omo ion s a egy and he in eg ali y o ca e a school, indica ing ha , o his o occu , he aining o educa o s is undamen al, aining ha aims no only o expand knowledge on he opic, bu mainly o inc ease sensi i i y and compe ence o in e ene in he p oblem. Thus, hese indings can p omo e a school en i onmen wi hou iolence among s uden s, which is essen ial o he p omo ion o academic success and heal hy psychosocial de elopmen , especially when based on he pe spec i e o an emancipa o y model, which seeks he empowe men and pa icipa ion o all subjec s in ol ed, including he s uden s’ amilies. Finally, educa o s need o expand hei unde s anding o bullying in o de o de elop e ec i e ac ions o deal wi h his phenomenon in schools, which also include he pa icipa ion o amilies. I is also no ewo hy ha he no el y o he indings p esen ed lies in he app oach o educa o s’ belie s and concep ions abou a p oblem ha a ec s he heal h and de elopmen o child en and adolescen s. I was no iced ha , al hough he opic is widely add essed oday, he e a e s ill limi a ions ega ding he unde s anding o hese subjec s abou he p oblem, i s nuances and complexi y. The unde s andings abou bullying in he school en i onmen p esen ed by he educa o s pa icipa ing in his s udy a e, o he mos pa , based on immedia e expe ience and lack heo e ical ounda ion. In gene al, hey poin ou he s uden s’ amily as he main p oblem o he school, as well as he one ela ed o he genesis o bullying si ua ions. This a ibu ion o he causes o bullying exclusi ely o ex a-school ac o s is wo ying, since he school and educa ion p o essionals a e exemp om assuming hei sha e o esponsibili y o he phenomenon. 63 J Hum G ow h De . 2020; 30(1):58-64. DOI: h p://doi.o g/10.7322/jhgd. 30.9969 www. jhgd.com.b REFERENCES 1. Olweus D. School bullying: De elopmen and some impo an challenges. Annu Re Clin Psychol. 2013;9:751-80. DOI: h p://dx.doi.o g/10.1146/annu e -clinpsy-050212-185516 2. Sil a JL, Oli ei a WA, Bazon MR, Cecílio S. Bullying na sala de aula: pe cepção e in e enção de p o esso es. A q B as Psicol. 2013;65(1):121-37. 3. Sampaio JMC, San os GV, Oli ei a WA, Sil a JL, Medei os M, Sil a MAI. P e alência de bullying e emoções de es udan es en ol idos. Tex o Con ex o - En e m. 2015;24(2):344-52. DOI: h p://dx.doi.o g/10.1590/0104-07072015003430013 4. Ma os MMNG. P e enção da iolência in e pessoal em meio escola : os p o esso es, as amílias e a comunidade ambém ma cam uma di e ença? J Child Adolesc Psychol. 2010;1(1):65-79. 5. Oli ei a WA, Sil a MAI, Sil a JL, Mello FCM, P ado RR, Mal a DC. Associa ions be ween he p ac ice o bullying and indi idual and con ex ual a iables om he agg esso s’ pe spec i e. J Pedia (Rio J). 2016;92(1):32-9. DOI: h p://dx.doi.o g/10.1016/j.jped.2015.04.003 6. Sil a JL, Oli ei a WA, Ca los DM, Lizzi EAS, Rosá io R, Sil a MAI. In e en ion in social skills and bullying. Re B as En e m. 2018;71(3):1085-91. DOI: h ps://dx.doi.o g/10.1590/0034-7167-2017-0151 7. Benedic FT, Vi ie PM, Gjels ik A. Men al heal h and bullying in he Uni ed S a es among child en aged 6 o 17 yea s. J In e pe s Violence. 2015;30(5):782-95. DOI: h ps://dx.doi. o g/10.1177/0886260514536279 8. Sil a JL, Oli ei a WA, Bono EL, Dib MA, Bazon MR, Sil a MAI. Associações en e bullying escola e condu a in acional: e isão sis emá ica de es udos longi udinais. Psic Teo Pesq. 2016;32(1):81-90. DOI: h p://dx.doi.o g/10.1590/0102-37722016012241081090 9. Sil a JL, Oli ei a WA, Bazon MR, Cecilio S. Bullying: conhecimen os, a i udes e c enças de p o esso es. Psico. 2014;45(2):147-56. DOI: h p://dx.doi.o g/10.15448/1980-8623.2014.2.12683 10. T e isol MTC, Campos CA. Bullying: e i icando a comp eensão dos p o esso es sob e o enômeno no ambien e escola . Psicol Esc Educ. 2016;20(2):275-84. DOI: h ps://dx.doi.o g/10.1590/2175-353920150202964 11. Yoon J, Sulkowski ML, Bauman SA. Teache s’ esponses o bullying inciden s: e ec s o eache cha ac e is ics and con ex s. J Sch Violence. 2016;15(1):91-113. DOI: h ps://doi.o g/10.1080/15388220.2014.963592 12. Zequinão M, Ca doso A, Sil a JL, Medei os P, Sil a MA, Pe ei a B, e al. Academic pe o mance and bullying in socially ulne able s uden s. J Hum G ow h De . 2017;27(1):19-27. DOI: h p://dx.doi.o g/10.7322/jhgd.127645 13. T oop-Go don W, Ladd G. Teache s’ ic imiza ion- ela ed belie s and s a egies: Associa ions wi h s uden s’ agg essi e beha iou and pee ic imiza ion. J Abno m Child Psychol. 2015;43(1):45-60. DOI: h p://dx.doi.o g/10.1007/s10802-013-9840-y 14. Ma a CAS. Violência escola : a pe cepção dos a o es escola es e a epe cussão no co idiano da escola. São Paulo: Annablume, 2007. 15. Sil a JL, Bazon MR. P e enção e en en amen o do bullying: o papel dos p o esso es. Re Educ Espec. 2017;30(59):615-28. DOI: h p://dx.doi.o g/10.5902/1984686X28082 16. Sil a CS, Cos a BLD. Op essão nas escolas: o bullying en e es udan es do ensino básico. Cad Pesqui. 2016;46(161):638-63. DOI: h ps://doi.o g/10.1590/198053143888 17. Minayo MCS. O concei o de me odologia de pesquisa. In: Minayo MCS, Deslandes SF, Gomes R. Pesquisa Social: eo ia, mé odo e c ia i idade. Pe ópolis: Vozes, 2016; p. 9-30. 18. Zangi olami-Raimundo J, Echeimbe g JO, Leone C. Resea ch me hodology opics: C oss-sec ional s udies. J Hum G ow h De . 2018;28(3):356-60. DOI: h p://dx.doi.o g/10.7322/jhgd.152198 19. Sen a LX. Associação en e iolência domés ica e o bullying em adolescen es da ede pública municipal de Juiz de Fo a. Disse ação (Mes ado) - Faculdade de Psicologia da Uni e sidade Fede al de Juiz de Fo a. Juiz de Fo a: 2012. 20. Nicolaci-da-Cos a AM. O campo da pesquisa quali a i a e o Mé odo de E x p l i c i a ç ã o d o D i s c u s o S u b j a c e n e ( M E D S ) . P s i c o l R e l e x C i . 2 0 0 7 ; 2 0 ( 1 ) : 6 5 - 7 3 . DOI: h ps://doi.o g/10.1590/S0102-79722007000100009 21. Ba din L. Análise de con eúdo. Lisboa: Edições 70, 2010. 22. Oli ei a WA, Sil a JL, Sampaio JMC, Sil a MAI. Saúde do escola : uma e isão in eg a i a s ob e a mí l ia e bu l ly i ng . Ci ênc Saú de C ole i a. 2 017 ;22 (5) :15 53- 64. DOI: h ps://doi.o g/10.1590/1413-81232017225.09802015 64 J Hum G ow h De . 2020; 30(1):58-64. DOI: h p://doi.o g/10.7322/jhgd. 30.9969 www. jhgd.com.b © The au ho s (2020), his a icle is dis ibu ed unde he e ms o he C ea i e Commons A ibu ion 4.0 In e na ional License (h p:// c ea i ecommons. o g/ licenses/ by/ 4. 0/ ), which pe mi s un es ic ed use, dis ibu ion, and ep oduc ion in any medium, p o ided you gi e app op ia e c edi o he o iginal au ho (s) and he sou ce, p o ide a link o he C ea i e Commons license, and indica e i changes we e made. The C ea i e Commons Public Domain Dedica ion wai e (h p:// c ea i ecommons. o g/ publicdomain/ ze o/ 1. 0/ ) applies o he da a made a ailable in his a icle, unless o he wise s a ed. Resumo In odução: O bullying é um ipo de iolência en e pa es ca ac e izado pela in encionalidade, epe i i idade e desequilíb io de pode en e í imas e ag esso es. A oco ência de bullying no con ex o escola p ejudica a ap endizagem e o desen ol imen o saudá el dos es udan es. Obje i o: Analisa a comp eensão dos educado es sob e o bullying no ambien e escola . Mé odo: Es udo ans e sal e quali a i o ealizado com 16 educado es (di e o es, ice-di e o es, coo denado es pedagógicos e p o esso es) de duas escolas públicas de uma cidade do in e io do es ado de Minas Ge ais. Fo am ealizadas en e is as semies u u adas que segui am um o ei o p oduzido a pa i de indicações da li e a u a especializada. O con eúdo das en e is as oi g a ado e ansc i o na ín eg a. A in e p e ação dos dados seguiu os p essupos os da análise de con eúdo, em sua modalidade emá ica, conside ando-se as seguin es e apas: p é-análise, explo ação do ma e ial, a amen o dos esul ados e in e p e ação. Resul ados: Fo am iden i icadas ês ca ego ias emá icas: 1) A cen alidade das amílias nos p oblemas das escolas na concepção dos educado es; 2) C enças que es abelecem nexos explica i os pa a o bullying; e 3) Ações de in e enção desen ol idas em elação ao bullying. Os esul ados apon am que as c enças dos educado es esponsabilizam exclusi amen e as amílias pelos p oblemas das escolas e pelo bullying. Essas concepções deco em de si uações i enciadas no co idiano ou de discu sos de ou os p o issionais da educação que ei e am a ausência das amílias e o pouco en ol imen o pa en al nas ques ões da educação o mal dos ilhos como o g ande p oblema. Na a i as dessa na u eza deno am a ausência de uma comp eensão ampliada sob e o bullying e sua complexidade. Além da amília, os educado es apon a am as in luências da pe sonalidade, da mídia e dos pad ões sociais como a o es que podem explica o en ol imen o dos es udan es em si uações de bullying. Pa a os pa icipan es as espos as mais e e i as pa a minimiza ou esponde adequadamen e ao bullying escola necessi am da pa icipação da amília e alguns não ac edi a am que a escola pudesse, sozinha, aze algo de e e i o. No conjun o dos dados, pe cebeu-se que as c enças e comp eensões dos educado es sob e a p oblemá ica do bullying impedem que que medidas di ecionadas aos aspec os escola es, que cons i uem causas mais p oximais à oco ência de bullying, sejam e e i adas. Conclusão: Conclui-se que os educado es in es igados necessi am amplia a comp eensão que ap esen am sob e o bullying, de modo a desen ol e em ações e icazes de en en amen o desse enômeno nas escolas, que incluam igualmen e a pa icipação das amílias. Pala as-cha e: Bullying, iolência, educação, elações amilia es, se iços de saúde escola . 23. She gi i R, Lin H, A ila RM, Flo es G. Pa en al cha ac e is ics associa ed wi h bullying pe pe a ion in US child en aged 10 o 17 yea s. Am J Public Heal h. 2012;102(12):2280-6. DOI: h ps://doi.o g/10.2105/ AJPH.2012.300725 24. Sil a JL, Bazon MR. Educação escola e condu a in acional em adolescen es: e isão in eg a i a da li e a u a. Es ud Psicol. 2014;19(4):278-87. DOI: h ps://doi.o g/10.1590/S1413-294X2014000400005 25. Boa ini ML. Indisciplina escola : uma cons ução cole i a. Psicol Esc Educ. 2013;17(1):123-31. DOI: h p://doi.o g/10.1590/S1413-85572013000100013 26. Pe on T. Pee ic imisa ion: s a egies o dec ease bullying in schools. B J Sch Nu s. 2013;8(1):25-9. DOI: h ps://doi.o g/10.12968/bjsn.2013.8.1.25 27. Fos e H, B ooks-Gunn J. Neighbo hood, amily and indi idual in luences on school physical ic imiza ion. J You h Adolescence. 2013;42(10):1596-610. DOI: h p://doi.o g/10.1007/s10964-012-9890-4 28. Se da A, Se im S. E ec o high school s uden s’ sel concep and amily ela ionships on pee bullying. Re B as P omoç Saúde. 2012;25(4):405-12. DOI: h p://dx.doi.o g/10.5020/2539 29. Sil a MAI. Bullying en e pa es na escola: desa io aos en e mei os que a uam na a enção básica à saúde. Re Ele En . 2013;15(3):603-4. DOI: h p://dx.doi.o g/10.5216/ ee. 15i3.24527