Marta Angélica Iossi Silva1, Jorge Luiz da Silva2, Beatriz Oliveira Pereira3, Wanderlei Abadio de Oliveira4, Marcelo Medeiros5. 1. School of Nursing of Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP, Brazil. 2. Science and Letters of Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP, Brazil. 3. Institute of Education, Universidade do Minho, Braga, Portugal. 4. School of Nursing of Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP, Brazil, wanderleio@usp.br. 5. Faculty of Nursing, Universidade Federal de Goiás, Goiânia, GO, Brazil.
Abstract
OBJECTIVE: To understand school bullying from the perspective of teachers and reflect about the possible actions of the health area when coping with it. The guidelines of the School Health Program of the Ministries of Health and Education were used to reach that purpose. METHOD: A qualitative study carried out with teachers of a public school in Minas Gerais. Focus groups were used to collect data and the empirical material was decoded from thematic analysis of content, resulting in an analytical category: conceptions and experiences of teachers on bullying. RESULTS: Specific perceptions about the phenomenon and the use of ineffective intervention resources were identified. In the interpretive plan were problematized the health and nursing contributions with resizing the interventions and the continuing training process of teachers. CONCLUSION: The results point to the construction of intersectoral practices for coping with bullying.
OBJECTIVE: To understand school bullying from the perspective of teachers and reflect about the possible actions of the health area when coping with it. The guidelines of the School Health Program of the Ministries of Health and Education were used to reach that purpose. METHOD: A qualitative study carried out with teachers of a public school in Minas Gerais. Focus groups were used to collect data and the empirical material was decoded from thematic analysis of content, resulting in an analytical category: conceptions and experiences of teachers on bullying. RESULTS: Specific perceptions about the phenomenon and the use of ineffective intervention resources were identified. In the interpretive plan were problematized the health and nursing contributions with resizing the interventions and the continuing training process of teachers. CONCLUSION: The results point to the construction of intersectoral practices for coping with bullying.