School Bullying: Disciplinarity, Trandisciplinarity and Third-Party Logic Included

This article addresses the results of a theoretical-empirical research, carried out in a municipal public school in the city of Recife, on the interrelationship between school bullying, disciplinarity and transdisciplinarity. The research sought to understand whether the use of the transdisciplinary approach, most notably the Logic of the Included Third Party, in school environments, made it possible to minimize the occurrence of the phenomenon of bullying among peers. In methodological terms, it was based on a qualitative approach, with Participant Observation as a method, the following data construction techniques were used: exploratory observation, semi-structural interview and discussion wheels. 35 (thirty-five) subjects (adolescents) participated as interlocutors, of which 5 (five) adolescents were heard in the interviews and participants in the discussion rounds. The results point out that the transdisciplinary approach, when used to confront school bullying, makes it possible to highlight issues such as rejection of identity differences, prejudice against / the non-similar, the importance of self-knowledge, of the knowledge of the other, understanding and empathy as essential elements for a compassionate social coexistence.