{"id":{"repo_id":"trento","oai_identifier":"oai:iris.unitn.it:11572/368360"},"canonical_url":"https://search.dev.ndltd.org/etd/trento/oai:iris.unitn.it:11572/368360","repository":{"repo_id":"trento","name":"Università degli Studi di Trento","base_url":"https://iris.unitn.it/oai/request"},"display":{"title":"Pratiques de bullying et adhesions normatives dans quelques classes d'école et de college en Italie","abstract":"School bullying: does the study of peer harassment in schools delve deeper into the relationships of young people with rules and values? What are the key factors that can help to better identify and understand the phenomenon ? The work starts from a re-definition of school bullying based on the cross contribution of each character acting in the educational scene where the undesirable dynamics take place to propose a local analysis of the problem. Each school bullying initiative is analysed in the context of the specific situation that it create and from which it raises. 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Attention is also brought to the attribution of meanings as well as to the reciprocal perception of the compliance with the rules by students. 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What are the key factors that can help to better identify and understand the phenomenon ? The work starts from a re-definition of school bullying based on the cross contribution of each character acting in the educational scene where the undesirable dynamics take place to propose a local analysis of the problem. Each school bullying initiative is analysed in the context of the specific situation that it create and from which it raises. Attention is also brought to the attribution of meanings as well as to the reciprocal perception of the compliance with the rules by students. Four Italian classrooms are examined taking into account the dynamics of their relationships and conflicts; their organization, rules and discipline; the axiological investments made by young people and promoted by their teachers.","L’étude du harcèlement systématique entre pairs à l’école (school bullying) est-il éclairé par l’approfondissement de la relation aux normes qu’entretiennent les jeunes acteurs ? Quels sont les éléments clé aidant l’identification et la compréhension du phénomène ? A partir d’une redéfinition du bullying insistant sur les apports croisés de chaque protagoniste sur la scène des dynamiques indésirables, le travail propose une étude située du problème. Chaque acte et chaque initiative de type bullying sont ainsi analysés dans le cadre de la situation spécifique qu’ils dessinent et dont ils relèvent à la fois. Pour cela, l’attention est portée sur les attributions de sens et sur la perception réciproque d’adhésions normatives mises en avant par les élèves concernés. Quatre classes scolaires italiennes sont analysées dans leurs dynamiques relationnelles et conflictuelles ; du point de vue de leur organisation, de l’ordre et de la discipline ; en termes d’investissements axiologiques opérés par les jeunes et leur entourage et encouragés par les enseignants"]},{"key":"dc:title","label":"Title","values":["Pratiques de bullying et adhesions normatives dans quelques classes d'école et de college en Italie"]}]}],"canonical_facts":{"dc:contributor":["Mancuso, Charlotte","Scaglia, Antonio"],"dc:creator":["Mancuso, Charlotte"],"dc:date":["2010"],"dc:description":["School bullying: does the study of peer harassment in schools delve deeper into the relationships of young people with rules and values? What are the key factors that can help to better identify and understand the phenomenon ? The work starts from a re-definition of school bullying based on the cross contribution of each character acting in the educational scene where the undesirable dynamics take place to propose a local analysis of the problem. Each school bullying initiative is analysed in the context of the specific situation that it create and from which it raises. Attention is also brought to the attribution of meanings as well as to the reciprocal perception of the compliance with the rules by students. Four Italian classrooms are examined taking into account the dynamics of their relationships and conflicts; their organization, rules and discipline; the axiological investments made by young people and promoted by their teachers.","L’étude du harcèlement systématique entre pairs à l’école (school bullying) est-il éclairé par l’approfondissement de la relation aux normes qu’entretiennent les jeunes acteurs ? Quels sont les éléments clé aidant l’identification et la compréhension du phénomène ? A partir d’une redéfinition du bullying insistant sur les apports croisés de chaque protagoniste sur la scène des dynamiques indésirables, le travail propose une étude située du problème. Chaque acte et chaque initiative de type bullying sont ainsi analysés dans le cadre de la situation spécifique qu’ils dessinent et dont ils relèvent à la fois. Pour cela, l’attention est portée sur les attributions de sens et sur la perception réciproque d’adhésions normatives mises en avant par les élèves concernés. Quatre classes scolaires italiennes sont analysées dans leurs dynamiques relationnelles et conflictuelles ; du point de vue de leur organisation, de l’ordre et de la discipline ; en termes d’investissements axiologiques opérés par les jeunes et leur entourage et encouragés par les enseignants"],"dc:identifier":["https://hdl.handle.net/11572/368360","http://dx.doi.org/10.15168/11572_368360","10.15168/11572_368360"],"dc:language":["eng"],"dc:publisher":["Università degli studi di Trento","place:TRENTO"],"dc:relation":["firstpage:1","lastpage:701","numberofpages:701"],"dc:rights":["info:eu-repo/semantics/openAccess","license:Tutti i diritti riservati (All rights reserved)"],"dc:subject":["Settore SPS/07 - Sociologia Generale"],"dc:title":["Pratiques de bullying et adhesions normatives dans quelques classes d'école et de college en Italie"],"dc:type":["info:eu-repo/semantics/doctoralThesis"]},"updated_at":"2026-07-24T05:04:43Z"}