Bullying no contexto escolar: a sala de aula como espaço de sensibilização ao tema

Abstract

This study aims to evaluate the effectiveness of a teaching sequence, inserted in the context of the Portuguese Language subject, using the fairy tale The Ugly Duckling, by Hans Christian Andersen, as a teaching resource to combat bullying in the school environment. The environment chosen for this work was a 4th grade class of Elementary School, from a Municipal Public School, in Ponta Grossa/PR. Thirty-two students, aged between 9 and 10 years old, participated in the research. The methodological approach is qualitative, of an applied nature, whose direction is based on the principles of intervention-participant research. For data collection, the following techniques were used: semi-structured questionnaires, adapted from the study by Olweus (1993), and the materials resulting from the application of the teaching sequence, following the scheme proposed by Dolz, Noverraz and Schneuwly (2004).The data were analyzed according to Bardin's content analysis (2016). The results highlighted that bullying is present in the classroom and that the didactic sequence proved effective in engaging students in practical and reflective activities, such as group discussions and story interpretation, leading to a more critical and meaningful understanding of the problem of bullying and its implications in the school environment. Students demonstrated progress in connecting the situations experienced by the character with their own realities, strengthening dialogue and cooperation in the school environment. Some students had reading and interpretation difficulties, possibly as a consequence of the way in which the literacy process was developed during the COVID-19 pandemic. Despite these limitations, the didactic sequence proved to be an important tool in the teaching and learning process of students, as it allowed connecting children's literature to relevant social themes, contributing to the formation of critical awareness and inclusive attitudes among students. However, it is essential to emphasize the need for continued training for teachers regarding the topic of bullying, offering support so that they can identify and intervene in situations in an assertive and pedagogical manner. Thus, this work reflects the importance of discussing bullying in schools and also inspires teachers to integrate a new teaching proposal into the curriculum, promoting more meaningful, inclusive and humanized learning for students.