Banca de QUALIFICAÇÃO: PYTTI VALVERDE ROCHA DINIZ SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : PYTTI VALVERDE ROCHA DINIZ SILVA
DATE: 10/06/2024
TIME: 17:00
LOCAL: VIRTUAL
TITLE:

DISCURSIVE HORIZONTALITY IN BULLYING COMBAT: the importance of training content multipliers based on the complexity paradigm

KEY WORDS:

bullying; school violence; discursive horizontality; content multipliers; DIPAC; complexity theory.

PAGES: 55
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

Considered a social stressor with a negative impact on individuals' well-being and quality of life, bullying is characterized by peer violence, prevalent among children and adolescents, and is a phenomenon occurring primarily in school environments. It is an endemic problem not exclusive to the mentioned age group but also present among adults in universities and/or corporate environments worldwide, demanding attention from civil society and public institutions to combat this dire practice. Efforts to find solutions to eradicate this social ill span multiple scientific fields, including pedagogy, law, and even interventions by psychology professionals, yet with uninspiring results thus far. There are many variables that hinder the mitigation of the problem, including resistance from school-aged children and adolescents when faced with teachers or speakers attempting to raise awareness about anti-bullying. Regardless of the motivators behind such resistance and regardless of the role each student plays in the chain of school violence reproduction—whether as a victim, perpetrator, or passive bystander—the fact remains that addressing the issue directly, referring specifically to bullying or cyberbullying, does not yield satisfactory results due to student resistance. Thus, the objective of this study is to change the source of discourse in order to horizontalize the spread of anti-bullying content. To this end, the development of a content multiplier program is advocated in a municipal elementary school in the city of Contagem-MG, utilizing active methodologies and implementing the Complex Adaptive Pedagogical Interactional Dynamics (DIPAC). Within the context of complexity theory, the possibility of reducing school violence is investigated by hypothesizing that making students agents of change—training a pre-selected group of students, chosen from the target audience of the future content, to be monitors among their peers—can promote horizontal discourse, indicating that effectiveness lies more in the agent delivering the content rather than the content itself. Thus, it seeks to demonstrate that promoting awareness among students themselves may be more effective in combating school violence.

COMMITTEE MEMBERS:
Externo à Instituição - MAURICIO TEIXEIRA MENDES
Externa à Instituição - MAYSA DE PADUA TEIXEIRA PAULINELLI
Presidente - VICENTE AGUIMAR PARREIRAS