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| Author(s): |
Alex Almeida da Silva
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | São José do Rio Preto. 2018-09-25. |
| Institution: | Universidade Estadual Paulista (Unesp). Instituto de Biociências Letras e Ciências Exatas. São José do Rio Preto |
| Defense date: | 2018-08-10 |
| Advisor: | Carina Alexandra Rondini |
| Abstract | |
Bullying reveals itself through violent actions against a same individual and in a constant way. The target of bullying suffers physical and psychological damage that directly influence their school performance as well as their relationship with friends, family and community surrounding them, developing a feeling of social exclusion. This work aimed to analyze the interfaces between intellectual giftedness and bullying within the school context, assuming that myths and prejudices around High abilities contribute to the gifted being involved in bullying. Record interviews were conducted with students already identified with high skills/giftedness that attend the CEDET (Centre for the Development of Potential and Talent), located in a medium-sized municipality of the State of São Paulo. The informants were composed of ten middle school students, the interviews followed a semi-structured script and then were transcribed in their totality. Before the interviews were conducted, a pilot study was carried out which helped to improve the semi-structured script. The organization and analysis of the data was based on a general reading of the responses obtained, separated the information collected, dialog with the theoretical framework and reorganized them according to the points indicated in the study's objectives. In this regard, the analysis of the contents by Bardin combined with the revision proposed by Gomes appeared as a way of demystifying the information immediately given, explaining it in its complexity and its set of mediation. The results indicate that the gifted can take the role of victim, aggressor and/or passive victim in a bullying situation. The research emphasized that some characteristics of giftedness may help the gifted deal with the consequences of bullying better, may take an interventionist stance by witnessing a bullying situation, and the gifted areas may influence how the gifted performs the when he assumes the role of agressor. It was also identified that in the case of interviewees, myths around the High abilities did not contribute to the involvement in bullying. Thus, a new hypothesis was adopted that points the relationship between bullying and High abilities from the characteristics that a gifted may present (because of its giftedness) and what distinguishes them from other classmates. (AU) | |
| FAPESP's process: | 16/21672-5 - Interfaces of giftedness and bullying in the school context |
| Grantee: | Alex Almeida da Silva |
| Support Opportunities: | Scholarships in Brazil - Master |