Transformando a convivência escolar: estratégias de inovação educacional para abordar o bullying entre agressores e vítimas na educação primária (Espanha)
DOI:
https://doi.org/10.35622/j.rie.2024.03.005Palavras-chave:
bullying, capacidade, comportamento, convivência escolar, transformaçãoResumo
O desenvolvimento da assertividade e da empatia no ambiente escolar contribui para a criação de uma atmosfera positiva, a prevenção do bullying, a promoção do desenvolvimento socioemocional e a melhoria do desempenho acadêmico. Portanto, o objetivo deste estudo é analisar o nível de assertividade e empatia em agressores e vítimas na convivência escolar no ensino fundamental em um município urbano da província de Granada (Espanha), com o objetivo de propor uma prática docente inovadora diante deste ambiente de convivência e melhorar a qualidade do ensino. A abordagem foi quantitativa, com desenho descritivo. A amostra foi composta por 47 participantes do 6º ano, com idades entre 11 e 13 anos (M = 11,43; DP = 0,50), aos quais foram aplicados a Escala de Comportamento Assertivo para Crianças (CABS) e o Interpersonal Reactivity Index para medir a assertividade e a empatia, respectivamente. Os resultados revelaram que os alunos que atuam como agressores ou se consideram vítimas mostram níveis mais baixos em ambas as competências (3,90% agressores, 30,30% vítimas, 69,70% não vítimas). Portanto, a assertividade e a empatia não são apenas habilidades independentes, mas estão inter-relacionadas e se reforçam mutuamente. Assim, para reduzir comportamentos agressivos e situações de vitimização, é fundamental promover tanto a assertividade quanto a empatia. Conclui-se que, ao desenvolver essas habilidades, promove-se uma comunicação mais eficaz e respeitosa, o que pode diminuir os conflitos e melhorar a convivência escolar.
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