BULLYING AS A PSYCHOSOCIAL PHENOMENON AT SCHOOL

Abstract

The school, as a collective environment, plays an important role in the social development of the subject, enabling relationships between peers that constitute the basis of psychosocial maturation, interpersonal relationships and the subject's own extra-school projection. Considering this intricate ecosystem where relationships between peers have motivations and objectives, there are several cases in which groups of subjects, seeking affirmation in the school space through force and systematized psychological violence, cause harm and harm to certain subjects stereotyped as peaceful or 'displaced' of the majority. In this sense, such systemic violence, called bullying, has gained notoriety in recent years following recent cases of attacks on schools, carried out by individuals victimized by this type of problem. Thus, this article, configured as a narrative-qualitative bibliographic study, aims to critically and reflexively discuss the issue of bullying as a psychosocial phenomenon at school, highlighting its origins and relationships with school. To this end, works published between 2013 and 2023 were gathered, present in the open access repositories Scielo and Oasisbr, using search descriptors, inclusion and exclusion criteria to refine the bibliographic base used. Based on the reflections and discussions presented throughout the text, we see that much still needs to be done to understand bullying as a complex phenomenon of interaction between peers at school, with multiple origins, producing severe impacts on victims, leading to challenging forms. of mapping and intervention by educational managers and psychologists.