As hierarquias escolares na constituição das práticas de bullying: Uma análise de textos produzidos por professores

Abstract

The objective of our research is to analyze the way school hierarchies are operated in the constitution of Bullying practices, based on texts by teachers in basic education. The study was developed based on secondary data from the research project School Violence: Discrimination, Bullying and Responsibility. Based on interviews with 14 teachers from 4 schools in the state of Feira de Santana, analysis categories were developed, based on the methodology of description languages, proposed by Basil Bernstein. As a result, a textual network is proposed to represent the possible options for teachers' discourse about Bullying, school hierarchies and their relationship with the teacher's position, positioning in the face of the phenomenon, the establishment of causal relationships and the proposed forms of combat. The texts suggest the existence of a diverse set of hierarchies, some formed in the school context from naturalized principles of good academic performance, good grades and good behavior, and others configured from socially constituted and legitimized differences, which operate in the structuring of causal relationships that allow the teacher to position himself and make decisions about coping with Bullying at school. In addition, the teachers' texts reveal a process of hierarchizing the pedagogical relations on the forms of combat, with regard to spaces, times, discourses and those responsible. It is necessary to become aware of the existence and the way in which these hierarchies operate in the configuration of Bullying and other forms of school violence, and to implement strategies so that they do not become distributive agents of unequal power in the school. As a form of combat, forms of social organization of spaces, times, speeches and more horizontal actors are proposed, which respond to more democratic pedagogical practices.