Percepções dos professores sobre o “bullying” e as suas implicações na inclusão de alunos com albinismo na Escola Primária do 1º e 2º graus de Lyvinga

Abstract

The study aims to understand teachers' perceptions of bullying and its implications for the inclusion of students with albinism at Lyvinga Primary School. Using a qualitative approach, semi-structured interviews were conducted with 10 teachers. The results indicate that some teachers have knowledge about the bullying that affects students with albinism, as well as the inclusive practices within the school to combat this issue. Bullying leads to exclusion, social difficulties, poor academic performance, dropouts, and, in extreme cases, victim suicide. The research highlights the importance of families not encouraging bullying, holding parents responsible for reprimanding inappropriate behavior in their children. Teachers are seen as essential mediators in combating bullying, even though many have little experience with this phenomenon. The study concludes that, despite this inexperience, teachers strive to combat bullying and act as peacemakers, while families are encouraged to educate their children to respect differences. The study suggests that the teachers at Lyvinga School plan lessons on bullying, especially regarding students with albinism, and that the school organizes training seminars for teachers. It is also recommended that the National Education System include these topics in the school curriculum from the early grades onward, to promote better understanding and prevention of bullying.