BULLYING AND GENDER RELATIONS PRESENTS AT SCHOOL
DOI:
https://doi.org/10.22456/1982-8918.48001Keywords:
Bullying. Gender. Students. School.Abstract
The aim of this study was to analyze the interfaces between bullying and gender relations in the school context. We identified this manifestation in 95 boys and girls from 4th to 8th grade from a public school. The triangulation of data consisted of a questionnaire answered by the students, the school context observations and informal conversations with the board team and students. Results showed that bullying stands out by verbal aggression and its protagonists are mostly male. Gender representations that permeate the daily lives of students show that boys and girls are educated in different ways.
Downloads
Downloads
Published
How to Cite
Issue
Section
License
Authors retain the copyright to the manuscripts they submit and grant Movimento the right to publish the text in accordance with the open licensing policy adopted by the journal.
Movimento adopts the Creative Commons Atribuição 4.0 Internacional (CC BY 4.0) license and follows the Open Access model, which provides unrestricted online access, including free access, to all scholarly texts published by the journal.
When submitting a manuscript, authors must acknowledge that they are aware of the copyright licensing terms that will apply if the manuscript is accepted and published, as described below:
- Open access is a condition in which the copyright holder of a scholarly work grants third parties’ rights to use the work under an open license (Creative Commons Attribution, CC BY)
- Open access provides free and immediate access to the work, authorizing any user to read, download, copy, distribute, print, search, or link to the full texts of articles; index them; pass them as data to software; or use them for any other lawful purpose.
Movimento encourages authors to self-archive accepted manuscripts by making them available on personal blogs, institutional repositories, academic social media platforms, and personal profiles, provided that the complete reference to the published version on the journal's website and/or the SciELO Collection page is included.
