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Abstract(s)
Este trabalho apresenta uma investigação sobre a problemática do Bullying no âmbito da inclusão dos alunos Necessidades Educativas Especiais (NEE). Segundo Serrate (2009), o bullying pode ser definido como sendo um comportamento de agressividade reiterada por parte de uma pessoa que atormenta, incomoda ou persegue uma outra pessoa que não tem a possibilidade de se defender. A literatura atual realça que os alunos com dificuldades desenvolvimentais/NEE estão em maior risco de envolvimento em dinâmicas de bullying. Neste contexto, delineámos os seguintes objetivos: i) analisar as perceções dos intervenientes no processo educativo (pais, professores e técnicos) sobre o funcionamento pessoal, social e inclusão da jovem com NEE; ii) perceber a opinião dos participantes do estudo sobre as barreiras, facilitadores e estratégias de coping utilizadas pela jovem com NEE nas situações de bullying e no processo de inclusão nos contextos de vida; iii) compreender a relevância da rede de suporte social e do envolvimento dos pais nas situações do bullying bem como no processo de inclusão, e iv) analisar a perceção da jovem sobre as suas próprias competências, dificuldades e apoios no âmbito das situações de bullying e da sua inclusão nos contextos de vida. No que respeito à parte empírica trata-se de uma de investigação qualitativa, especificamente, de um estudo de caso de uma jovem de 29 anos com dificuldades desenvolvimentais/ NEE. Para a sua concretização, recorreu-se a entrevistas semiestruturadas, tendo como técnica de recolha de dados a análise de conteúdo. Foram envolvidos 11 participantes (a jovem com NEE, a mãe, um amigo, professores de ensino regular e técnicos). Quanto aos resultados, a maior parte dos registos incide sobre a participação e inclusão da jovem nos seus contextos sociais de vida, tendo-se verificado como barreiras à inclusão: a rejeição por parte dos pares, as dificuldades pessoais e de aprendizagem da aluna; em relação aos facilitadores da inclusão, salientam-se as dinâmicas relacionais muito positivas com professores e técnicos. Estes registos também evidenciam a necessidade de se intervir ao nível de estratégias educativas e no envolvimento familiar, com o propósito de promover as relações interpessoais e delinear ações mais eficazes na resolução das situações de bullying. Concluímos, ainda, que a investigação nesta área é incipiente e os dados estatísticos escassos. É essencial alertar as pessoas para a realidade do bullying, pois cada um de nós tem direito a viver a sua vida com respeito e dignidade.
This work presents an investigation on the problem of Bullying in the scope of the inclusion of students Special Educational Needs (SEN). According to Serrate (2009), bullying can be defined as a behavior of repeated aggression on the part of a person who harasses, harasses or persecutes another person who does not have the possibility to defend himself. Current literature highlights that students with developmental difficulties / SEN are at greater risk of involvement in bullying dynamics. In this context, we outlined the following objectives: i) analyze the perceptions of the participants in the educational process (parents, teachers and technicians) about the personal, social and inclusion of young women with SEN; ii) to perceive the opinion of the participants of the study on the barriers, facilitators and coping strategies used by the young person with SEN in bullying situations and in the process of inclusion in the contexts of life; iii) understand the relevance of the social support network and the involvement of parents in bullying situations as well as the inclusion process; and iv) analyze the girl's perception of her own abilities, difficulties and support in the context of bullying situations and of their inclusion in the contexts of life. With regard to the empirical part, this is a qualitative research, specifically, a case study of a 29year-old woman with developmental difficulties / SEN. For its implementation, we used semi-structured interviews, using data collection techniques as content analysis. Eleven participants (the young person with SEN, the mother, a friend, teachers of regular education and technicians) were involved. As for the results, most of the registers focus on the participation and inclusion of young women in their social contexts of life, with barriers to inclusion: peer rejection, personal and learning difficulties of the student; in relation to the facilitators of inclusion, the very positive relationship dynamics with teachers and technicians are highlighted. These records also highlight the need to intervene at the level of educational strategies and family involvement, with the purpose of promoting interpersonal relationships and delineating more effective actions in the resolution of bullying situations. We conclude that research in this area is incipient and the statistical data are scarce. It is essential to alert people to the reality of bullying, as each of us has the right to live our lives with respect and dignity.
This work presents an investigation on the problem of Bullying in the scope of the inclusion of students Special Educational Needs (SEN). According to Serrate (2009), bullying can be defined as a behavior of repeated aggression on the part of a person who harasses, harasses or persecutes another person who does not have the possibility to defend himself. Current literature highlights that students with developmental difficulties / SEN are at greater risk of involvement in bullying dynamics. In this context, we outlined the following objectives: i) analyze the perceptions of the participants in the educational process (parents, teachers and technicians) about the personal, social and inclusion of young women with SEN; ii) to perceive the opinion of the participants of the study on the barriers, facilitators and coping strategies used by the young person with SEN in bullying situations and in the process of inclusion in the contexts of life; iii) understand the relevance of the social support network and the involvement of parents in bullying situations as well as the inclusion process; and iv) analyze the girl's perception of her own abilities, difficulties and support in the context of bullying situations and of their inclusion in the contexts of life. With regard to the empirical part, this is a qualitative research, specifically, a case study of a 29year-old woman with developmental difficulties / SEN. For its implementation, we used semi-structured interviews, using data collection techniques as content analysis. Eleven participants (the young person with SEN, the mother, a friend, teachers of regular education and technicians) were involved. As for the results, most of the registers focus on the participation and inclusion of young women in their social contexts of life, with barriers to inclusion: peer rejection, personal and learning difficulties of the student; in relation to the facilitators of inclusion, the very positive relationship dynamics with teachers and technicians are highlighted. These records also highlight the need to intervene at the level of educational strategies and family involvement, with the purpose of promoting interpersonal relationships and delineating more effective actions in the resolution of bullying situations. We conclude that research in this area is incipient and the statistical data are scarce. It is essential to alert people to the reality of bullying, as each of us has the right to live our lives with respect and dignity.
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Keywords
bullying dificuldades desenvolvimentais/ Necessidades Educativas Especiais inclusão pares e relações interpessoais bullying developmental difficulties / Special Educational Needs inclusion