SciELO - Scientific Electronic Library Online

 
 issue19The contribution of emotional competence to organisational change in a Remote working settingEutectic mixture of local anesthetics’ dosage in newborns: a scoping review author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Indicators

Related links

  • Have no similar articlesSimilars in SciELO

Share


Millenium - Journal of Education, Technologies, and Health

Print version ISSN 0873-3015On-line version ISSN 1647-662X

Abstract

SANTOS, karine de Souza  and  FERNANDES, Raquel Martins. Bullying and the banalization of evil: an analysis of teenagers speech. Mill [online]. 2022, n.19, pp.25-32.  Epub Oct 31, 2022. ISSN 0873-3015.  https://doi.org/10.29352/mill0219.27821.

Introduction:

This work is the result of research, productions and actions by the Research Group Humanities and Contemporary Society (GPHSC), from the Federal Institute of Mato Grosso (IFMT) on the phenomenon of school bullying with a view to empowerment. Bullying is characterized by being a systematic violence in which there is inequality of power, therefore, not all violence at school is bullying, but all bullying is violence and causes suffering to those involved.

Objectives:

To describe and identify emancipatory as well as oppressive discourses about the fight against bullying.

Methods:

The qualitative approach was adopted for this study and for data collection, an online questionnaire was applied with unstructured and structured answer questions. In this study, we analysed the responses of 42 adolescents aged 15 to 18 years, 23 female students and 19 male students, obtained in a teaching institution of the federal network and discussed, specifically, the following question: Is there a suggestion to stop bullying? The analysis of the collected data was interpreted through Critical Discourse Analysis (CDA) theoretically based on Hanna Arendt's concept of banality of evil.

Results

It was found in the students' answers, speeches that translate the symbolic discourses in the school environment, answers that indicated a critical/emancipatory view on combating bullying, as well as the perpetuation of discourses of violence and oppression of victims and aggressors.

Conclusions:

It was possible to envision possibilities for interpreting students' discourses about combating bullying and these can corroborate actions aimed at youth leadership as a way to critically contextualize the issue of school violence and thus enable ways to mitigate this phenomenon.

Keywords : bullying; critical discourse analysis (cda); violence; banality of evil; teaching.

        · abstract in Portuguese | Spanish     · text in English     · English ( pdf )