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    O preconceito entre os adolescentes em escolas do municã-pio de guapiaã§u/SP
    (Universidade Federal de São Paulo (UNIFESP), 2013-11-27) Tadini, Aline Cassia [UNIFESP]; Bretas, Jose Roberto da Silva Bretas [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This descriptive research with quantitative orientation aimed at characterizing the teenager population of Guapiaçu (SP), identifying the presence of prejudice in the school environment, identifying the types of prejudice among teenagers, identifying the prejudicial and discriminatory behavior and attitudes among teenagers and knowing the differences in prejudice expressed for boys and girls. The study field was Guapiaçu, in the state of São Paulo. For data collection, we used a semi-structured questionnaire containing ten questions, among them structured questions addressing social data (quantitative variables: age, attendance number in the classroom; ordinal qualitative variable: grade; nominal qualitative variables: gender, name of the school); stories about fictitious teenagers containing variables corresponding to the studied topic (nominal qualitative variables: prejudice against gender, social class, skin color, religion, sexual orientation and physical appearance) and unstructured questions about the types of prejudice experiences suffered in the school environment and the emerging feelings from that experience of prejudice. There were 1315 teenagers in the survey. The data showed that the percentage of female teenagers who suffered prejudice in school was statistically equal to male ones, at an average age of 13.6 years old; this information shows that teenagers are vulnerable to suffer prejudice in the school environment. It was observed that both boys and girls identified themselves with the "fictitious stories experienced by teenagers" involving, in descending order, prejudice against gender, sexual orientation, social class and physical appearance. Among the most frequent prejudices in the narratives of these teenagers there were: prejudice against physical appearance, skin color, sexual orientation, gender and social class. It is possible to conclude that sexism, homophobia and bullying are present in these teenagers’ lives, which could lead to violence, thus favoring the vulnerability of the teenagers. These situations permeated by prejudice, cause the teenagers to suffer both mentally (psychological), physically and socially. They expressed their feelings when facing a prejudicial situation: offense, sadness, anger, prejudice as a natural fact, feeling of being alone, thinking of dropping out of school, loss of interest in school, willingness to fight and take revenge (killing, beating, swearing, setting the school on fire, humiliate and hurt the others) and prejudicial reaction (calling people names, among others); these characterize acts of violence in the school environment (aggression and bullying). It is evident that the teenager is gregarious to what cultures, experiences, and socialization among others are concerned;, they are a reflection of the education they receive at home, in society, which happens to be perpetuated within the school, therefore the necessity for the school to be an open environment for discussions and debates against discrimination, prejudice and bullying.