摘要：Normal 0 21 false false false MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabela normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} In this study, we aimed at assessing the manner pupils manage their conflict situations and verifying how bullying occurs with them. Fifty–nine students, boys and girls, aged between 7 and 10 took part in this study. Thus, we could verify the students involved with bullying by using the Dan Olweus’s questionnaire, adapted by Nogueira (2007). We could also observe the PE lesson time informally, i.e. during the break, for four months. By using the Smith’s criteria (2004), any behaviour defining schoolchildren as ‘aggressors’ was not identified. Concerning boys, was also observed that they like playful game s with physical shocks and know the difference of a serious fight, revealing clearly that they know the limits for games and aggression.
其他摘要：In this study, we aimed at assessing the manner pupils manage their conflict situations and verifying how bullying occurs with them. Fifty–nine students, boys and girls, aged between 7 and 10 took part in this study. Thus, we could verify the students involved with bullying by using the Dan Olweus’s questionnaire, adapted by Nogueira (2007). We could also observe the PE lesson time informally, i.e. during the break, for four months. By using the Smith’s criteria (2004), any behaviour defining schoolchildren as ‘aggressors’ was not identified. Concerning boys, was also observed that they like playful games with physical shocks and know the difference of a serious fight, revealing clearly that they know the limits for games and aggression. Keywords: Human Development - Bullying - Aggressiveness - Playful
