CYBERBULLYING NAS ESCOLAS: DESAFIOS EDUCACIONAIS EM TEMPOS DE DISPERSÃO

Abstract

This dissertation, part of the research line “Education, Culture, Theories, and Pedagogical Processes” within the Stricto Sensu Graduate Program in Education at Centro Universitário Mais – UniMais, examines the relationship between the cult of self-performance and the rise of cyberbullying in school environments, understood as a contemporary manifestation of social violence. Grounded in Cultural Studies and intersecting with education, psychology, philosophy, and sociology, this study analyzes the educational challenges posed by an era of dispersion and hyperexposure. To this end, it engages with authors such as Adorno, Bauman, Deleuze, Durkheim, Fisher, Foucault, Haidt, Lasch, and Paula Sibilia. The study, based on a literature review and critical analysis, is structured around three main axes. The first explores Lasch’s insights on narcissism, demonstrating how this logic has become predominant in contemporary society. Next, it examines the shift from disciplinary power to a control society, where constant exposure and the pursuit of validation shape behaviors. Sibilia highlights the role of hyperconnected screens in this process, while Fisher underscores how social media platforms leverage neurological mechanisms to maximize engagement, even at the cost of fostering discord. This dynamic erases the boundary between digital and everyday life, enabling new forms of violence. Finally, the research contrasts the traditional disciplinary model of schooling, anchored in Durkheim, with the challenges posed by digital culture. Drawing on Adorno, it seeks a foundation for overcoming the superficiality promoted by the virtual environment and for fostering the development of critical and emancipated individuals capable of understanding and transforming their reality.