Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract:
The aim of this work is to highlight how prejudices and silence can be risk factors for an educational community capable of combating victimization, especially towards minorities, through the exemplification of a case study. Recent literature agrees in suggesting that bullying victimization not only has immediate effects, but also long-term socio-relational consequences, sometimes hindering the formation of a resilient personality. Thus, victimization can be considered a traumatic event that affects emotional regulation. Indeed, victims often do not experience normative social interactions with their peers, which would advance their relational skills essential for adequate social engagement, and instead experience relationships marked by a lack of communication, partly because they are sometimes isolated due to their condition, which is an integral part of their identity. The victim may find themselves in an almost inevitable block: they don’t know why they are excluded; they have no resources to draw from, especially because they cannot change aspects that relate to and define their self. The experience of victimization often begins or is consumed at school, and it is the moral responsibility of the school to foster respect and civic sense within the entire student community. It should also be noted that victims often show a decline in school engagement because they feel devalued and unsupported by educational caretakers. In this regard, literature has also pointed out that teachers often do not know how to manage the complexity of the situation and, almost unconsciously, do not promote inclusive attitudes, which are especially important to support the victim. The case study seeks to highlight not only the complexity of the victimization experience, but especially the individual's perception of the responses from the educational community and the importance of promoting social justice. Therefore, the potential psycho-educational practical implications will be discussed, particularly those that support the pursuit of the principles of equity, social justice, and inclusivity in learning cities.
