Limits of teachers’ consciousness about processes of production and reduction of bullying

Abstract

Based on the Critical Theory of Society, we analyzed seventeen interviews with teachers of five public schools from the city of São Paulo regarding the causes of bullying and what should be done to reduce it. We identified three categories of answers: those that express critical consciousness of its construction and reduction; those that indicate engagement regarding its combat, but restricted consciousness of its causes; and those that present limited consciousness in both cases. Since the weakened consciousness stood out in most cases, we concluded that amplifying actions intended to provide conceptual formation could strengthen it more than professionals who confront this form of violence, whether through direct interventions, through further research on the subject, or through the proposal of public policies.