Díaz MG, Gómez MBA, Carrizosa LY, Mares MA, Martínez LR

Language: Spanish
References: 14
Page: 1-21
PDF size: 450.29 Kb.

ABSTRACT

In basic education, together with the teaching interest regarding the academic achievement of their students, there is their concern regarding the behavior that they must show before the regulations instituted in the respective schools. Any type of the behaviors that transgresses the norms established by the students represents a lack of discipline and therefore, a control and segurity problem that the institution must face. In this sense, the objective of this study was oriented to account for the meanings and senses involved in the teachers’ perspective about the so-called bullying among students. For this, based on the theoretical methodological principles of Symbolic Interactionism, the in-depth interview was used to investigate such perspective of public elementary School teachers, who participated voluntarily. Areas related to the experience and significance of their coping whit these types of situations were explored. The analysis of the information collected included its categorization, trend and meaning implied in an institutional framework. The results obtained allow us to realize that the teachers, despite recognizing difficulties in understanding and delimiting the so-called bullying, given some recognition of degrees of violence as part of reality, resort to the term to discretionally label students, since this represents a resource to maintain order, which does not imply any institutional and personal responsibility. It is concluded that bullying according to the perspective of the participating teachers, is a function of the implementation of school disciplinary policies, and their actions are aimed at monitoring and punishing the behavior in question, as part of compliance whit the teaching tasks, attributing to them a sense of personal and institutional security.

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