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dc.contributor.authorDeborah Christina Antunes
dc.contributor.authorAntônio Álvaro Soares Zuin
dc.date.accessioned2019-10-25T20:38:29Z
dc.date.available2019-10-25T20:38:29Z
dc.date.created2017-09-28 23:37
dc.date.issued2008-04-01
dc.identifieroai:doaj.org/article:74253c078f6f46c1923ca6379d7807c4
dc.identifier10.1590/S0102-71822008000100004
dc.identifier0102-7182
dc.identifier1807-0310
dc.identifierhttps://doaj.org/article/74253c078f6f46c1923ca6379d7807c4
dc.identifier.urihttp://hdl.handle.net/20.500.12424/1517425
dc.description.abstractO objetivo deste artigo é realizar uma análise crítica de um tipo de violência escolar que vem sendo estudado no Brasil nos últimos anos, denominado bullying. Para isso, apresenta inicialmente seu conceito, a descrição dos comportamentos enquadrados, suas classificações, causas e determinantes. Por meio da crítica à razão instrumental realizada principalmente por Adorno e Horkheimer, denuncia-se como o conceito de bullying pertence a uma ciência pragmática que atende à manutenção da ordem vigente ao invés de colaborar para a emancipação dos indivíduos. Por fim, ao apresentar o conceito de preconceito aponta que se trata do mesmo fenômeno e que, como indicado pelos autores da Escola de Frankfurt, não deve ser combatido via imperativos morais, mas pela reconstituição da capacidade de experienciar nas diversas relações sociais vividas.<br>The aim of this article is to achieve a critical analysis on one kind of school violence, called bullying, that has been studied in Brazil in the last couple of years. To do this, it begins introducing the concept of bullying, description of typical behaviors, its inner classifications, causes and determinants. By using critique to instrumental reason made by Adorno and Horkheimer, it reveals how the concept of bullying concerns to one pragmatic science that answers to a status quo instead of collaborating to the individual's emancipation. Finally, it shows the concept of prejudice and concludes that both are the same phenomenon, and as indicated by the authors of Frankfurt School, must not be combated with moral imperatives, but by the reconstitution of the capacity to have experiences in the various social relationships lived.
dc.languageFR
dc.languagePT
dc.languageES
dc.publisherAssociação Brasileira de Psicologia Social
dc.relation.ispartofhttp://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-71822008000100004
dc.relation.ispartofhttps://doaj.org/toc/0102-7182
dc.relation.ispartofhttps://doaj.org/toc/1807-0310
dc.sourcePsicologia & Sociedade, Vol 20, Iss 1, Pp 33-41 (2008)
dc.subjectTeoria Crítica
dc.subjectbullying
dc.subjectpreconceito
dc.subjectAdorno
dc.subjectTheodor Wiesengrund
dc.subjectCritical Theory
dc.subjectbullying
dc.subjectprejudice
dc.subjectAdorno
dc.subjectTheodor Wiesengrund
dc.subjectPsychology
dc.subjectBF1-990
dc.subjectPhilosophy. Psychology. Religion
dc.subjectB
dc.subjectDOAJ:Psychology
dc.subjectDOAJ:Social Sciences
dc.subjectSocial sciences (General)
dc.subjectH1-99
dc.subjectSocial Sciences
dc.subjectH
dc.titleDo bullying ao preconceito: os desafios da barbárie à educação From bullying to prejudice: the challenges from barbarism to education
dc.typeArticle
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ge.identifier.permalinkhttps://www.globethics.net/gel/11581743
ge.lastmodificationdate2017-09-28 23:37
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ge.oai.setnameDOAJ:Psychology
ge.oai.setnameDOAJ:Social Sciences
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