Interpretações de violência em vítimas de bullying LGBTfóbico: Um estudo de caso português

Ubirajara de None Caputo; Liliana  Rodrigues; Conceição Nogueira

doi:10.31211/rpics.2023.9.2.304

Autores

Ubirajara de None Caputo Instituto de Psicologia da Universidade de São Paulo https://orcid.org/0000-0002-6987-3817
Liliana Rodrigues Universidade do Porto, Faculdade de Psicologia e de Ciências da Educação (FPCEUP), Centro de Psicologia da Universidade do Porto (CPUP) https://orcid.org/0000-0001-6900-9634
Conceição Nogueira Universidade do Porto, Faculdade de Psicologia e de Ciências da Educação (FPCEUP), Centro de Psicologia da Universidade do Porto (CPUP) https://orcid.org/0000-0002-9152-754X

DOI:

https://doi.org/10.31211/rpics.2023.9.2.304

Palavras-chave:

Bullying, Escola, Homofobia, LGBT, Violência, Estudo de Caso

Resumo

Contexto e Objetivo: O bullying escolar, caracterizado por comportamento agressivo recorrente e intencional, afeta desproporcionalmente crianças e adolescentes LGBT, ou presumidos como tal. Este estudo de caso explora a experiência de bullying escolar contra um jovem LGBT português, com o objetivo de entender as implicações psicossociais desta forma específica de bullying, tendo em consideração as perspectivas intrassubjetivas das vítimas. Métodos: Foi realizada uma entrevista em profundidade com um jovem adulto que sofreu bullying LGBTfóbico durante a adolescência. A análise do corpus foi baseada na abordagem teórico-metodológica designada Produção de Sentidos em Práticas Discursivas. Resultados: A análise revelou uma complexa rede de sentidos pessoais e psicossociais, incluindo as interpretações de desumanização, inadequação, prevaricação e solidão, refletindo a interação de fatores individuais, sociais, culturais, históricos e institucionais. Conclusões: Este estudo ilustra a profundidade do impacto do bullying escolar LGBTfóbico em suas vítimas, destacando a importância de políticas educacionais que promovam um ambiente escolar seguro e inclusivo. Sugere-se a necessidade de mais pesquisas para explorar padrões comuns em experiências de bullying, e ressalta-se a relevância de considerar as experiências individuais no desenvolvimento de estratégias de enfrentamento ao bullying escolar.

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