Covering cyberbullying in schools inspired by the principles and methodologies of social pedagogy

Abstract

The article aims to understand the dimensions of virtual violence in the phenomenon of cyberbullying, a thesis topic completed by the Doctorate in Education in the postgraduate program of the Catholic University of Brasilia. Among the problems researched, the role of the teacher in the daily deal with students who suffered and / or practiced virtual violence in Palmas / TO schools, offensive messages of texts, videos and audios, and noncompliance with Law no. 13.185 / 2015, in force in Brazil since June 2016 (BRAZIL, 2015). The symbolic interactionism and functionalism was the theoretical model used in the perspectives of the authors as Becker (2008), in the work "Outsiders" and Goffman (2013), in "Stigma", for the analysis of the data generated. The methodology was based on qualitative research, which allowed the flexibility of the entry techniques such as the application of interviews, indirect observation and documentary analysis (DEMO, 2011). The research documents were submitted to Plataforma Brasil, on 04/17/2017, and a Certificate for Presentation of Ethical Appreciation (CAAE) was issued. 69064317.0.0000.0029, approved on July 17, 2017 by the UCB Ethics Committee (CE), opinion no. 2,175,797. Preliminary results indicate that schools are not aware of legal programs to combat systematic bullying through virtual violence. On the other hand, it was perceived the importance of a teacher engaged in the classroom, committed to teaching-learning, but above all involved in building a culture of peace, through the use of methodologies and principles inspired by Social Pedagogy.