O Bullying Escolar E Suas Interfaces Com o Ensino De Ciências: Percepções De Discentes, Docentes e Coordenação Pedagógica Nas Escolas Estaduais De Dois Vizinhos-PR

Abstract

Bullying is a repetitive and intentional behavior of aggression, intimidation, or humiliation directed at individuals perceived as vulnerable or different, and has been studied since the 1970s. This phenomenon compromises self-esteem, the immune system, academic performance, and social integration, and may escalate into life threatening situations. Its prevalence is heightened in school settings due to the age group and the interpersonal relationships in formation. This study analyzed how—and whether—Science Education can contribute to reducing school bullying, considering the perceptions and practices of lower secondary students, Science teachers, and pedagogical coordinators from state schools in the municipality of Dois Vizinhos, Paraná. The research employed a quali-quantitative approach, using virtual and anonymous questionnaires tailored to each group, aiming to map the occurrence, nature, and intensity of the phenomenon; identify whether bullying prevention occurs in an institutionalized manner; and understand possible strategies through Science Education. The results indicated that although most students claim to know what bullying is, many identify it imprecisely and do not fully recognize its practical manifestations, revealing superficial and at times trivialized knowledge. Bullying experiences both as victims and perpetrators—were found to be part of everyday school life, with verbal, psychological, and physical forms being the most recurrent. Despite the presence of preventive actions in the Political-Pedagogical Projects, systematic moments of awareness-raising and continuing education for teachers and coordinators are rare, and most of them did not receive initial training on the topic. Science teachers acknowledge the potential of the discipline to address bullying, but do not specify strategies due to the lack of specific training. It is concluded that confronting the phenomenon requires continuous pedagogical policies and more precise training in both pre-service education and continuing professional development. Legislation should be adapted to the specificities of each school, integrating Science Education as a tool for dialogue and awareness, and involving all school actors in building a safe, inclusive, and humanized environment.