YOUTH PROTAGONISM: ANALYSIS OF AN ANTI-BULLYING INTERVENTION
Abstract
This descriptive and exploratory study investigated the protagonist actions identified in the #NoBullying intervention, conducted with 40 adolescents aged 12 to 17, elementary school students from a public school in Southern Brazil. The intervention was developed in groups, with eight weekly sessions, using experiential and participatory methodologies. The data obtained through the field diary, recordings, and transcripts of the meetings, the Intervention Assessment Measure, and observer assessment forms were analyzed based on two categories: active and engaged participation and empowerment and protection processes. The first category discusses the expressions of active and engaged participation manifested by the adolescents during the meetings, when they developed and led activities with the children at the school. The second category analyzed the attitudes and initiatives of the participants that were not planned as activities in the intervention but demonstrated the empowerment of the group. The results demonstrate that the group empowered itself and exercised its protagonism, using its knowledge in an engaged way to intervene in the school and act as a protective agent among its peers. It is concluded that the intervention offers an opportunity for adolescents to reflect, support each other, and feel empowered to face situations of violence against themselves or their peers.
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