O Bullying como discurso civilizador: uma análise sociológica do programa “conte até dez nas escolas”.

Abstract

The present work has as an analysis the aspects that involve the ambiguities of the term bullying in the process of concealment of relations of power in the personal relations and prevailing conflicts in several fields. We have as object of material analysis of the program "Count up to ten in schools". We observe that actions like this exert a control over subjectivities, as they ignore important sociocultural aspects of the life trajectories on which they affect. We seek new reflections about the bullying phenomenon with the purpose of promoting a deepening of the discussion around the term, since a trend is pointed out in maintaining the definition of bullying as being only a behavior linked to physical and psychological aggression and that it has several forms of manifestation, to the detriment of an acceptance of the relations of power that give life

to social and interpersonal conflicts. It is important to emphasize that the identification of cer- tain conflicts as bullying also has positive aspects, because ignored conflicts are perceived and

somehow confronted. Having as a central method of this research the analysis of discourse and

content analysis, through the obtained results was evidenced how the bullying device is insti- tuted as a government technique, a psi device that instead of controlling and eradicating vio- lence ends up reproduce it. We have noticed that the use of the word for the identification of

school conflicts among students is an alternative to differentiate this type of violence from other forms of violence. But it is necessary to know and understand the phenomena thus identified from the social structures that form them to the consequences they generate for those involved and the artifices to combat the problem.