THE ROLE OF THE EDUCATOR IN BULLYING INTERVENTION Thaís Noronha dos Reis, Thalita Cristina Lameira de Souza, Luci Mara Lundin

Abstract

The present study searched through a literature review, to investigate the types of bullying that exist and how the teacher should safely intervene in these situations. Bullying is used as an abuse of physical and psychological power, in general, as aggression always takes place in an inequality of power, that is, always the strongest against the weakest. According to the studies reviewed, the consequences of bullying are extremely varied. Contrary to what many people imagine, victims are fatally not the only ones to suffer from the impact of bullying, both witness and author suffer significantly in the emotional sphere and in the teaching-learning process. It was evident that the teacher's personal beliefs in relation to bullying directly influences their way of seeing the situation and intervention, the student who takes a stand in the face of adversities experienced in the classroom, influences the decision-making of students when witnessing episodes of any kind of aggression between your colleagues. From this point of view, what is established in the classroom is essential to the practice of bullying. Since classrooms are marked by harmonious, affectionate and altruistic bonds, they are also seen as environments that have fewer occurrences of aggression.