Violencia antiescuela: manifestaciones y causas en el ejercicio docente en la provincia del Biobío.
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Date
2024
Journal Title
Journal ISSN
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Publisher
Universidad de Concepción
Abstract
Esta investigación tiene por objetivo analizar el fenómeno de la violencia antiescuela y sus manifestaciones en profesores en ejercicio de la provincia del Biobío. En ella se explora la problemática de la violencia dentro del establecimiento educativo, dirigida hacia el profesorado, conocida como violencia antiescuela, un fenómeno en aumento en el contexto pedagógico chileno. Este tipo de violencia abarca agresiones físicas, verbales y psicológicas perpetradas por estudiantes y/o apoderados, lo que afecta profundamente la salud mental y el bienestar de los docentes. Los efectos de esta violencia se expanden a las dinámicas escolares, debilitando las relaciones entre los actores de la comunidad educativa y afectando la calidad de la enseñanza. El estudio tuvo una metodología cuantitativa, con alcance descriptivo y transversal, para lo cual se usó encuestas a docentes de la provincia del Biobío. Se exploraron las formas de violencia, sus causas y la efectividad de los planes de convivencia escolar. Los resultados muestran una prevalencia de agresiones verbales y psicológicas, con una percepción de insuficiencia en las medidas de protección docente para abordar este fenómeno. La investigación destaca la necesidad de fortalecer las políticas educativas y los protocolos de convivencia escolar, promoviendo un enfoque preventivo y multidimensional que integre la capacitación docente y la participación de toda la comunidad educativa. También se subraya el impacto de la violencia en la autoridad pedagógica, la motivación profesional y las relaciones interpersonales en el entorno escolar.
This research aims to analyze the phenomenon of anti-school violence and its manifestations in practicing teachers in the province of Biobío. Where the problem of violence within the educational establishment is explored, directed towards teachers, known as anti-school violence, a phenomenon on the rise in the Chilean pedagogical context. This type of violence includes physical, verbal and psychological attacks perpetrated by students and/or parents, which deeply affects the mental health and well-being of teachers. The effects of this violence expand to school dynamics, weakening relationships between actors in the educational community and affecting the quality of teaching. The study is based on a quantitative, descriptive and transversal methodology, using surveys of teachers in the province of Biobío. The forms of violence, its causes and the effectiveness of school coexistence plans are explored. The results show a prevalence of verbal and psychological aggression, with a perception of insufficiency in teacher protection measures to address this phenomenon. The research highlights the need to strengthen educational policies and school coexistence protocols, promoting a preventive and multidimensional approach that integrates teacher training and the participation of the entire educational community. The impact of violence on pedagogical authority, professional motivation and interpersonal relationships in the school environment is also highlighted.
This research aims to analyze the phenomenon of anti-school violence and its manifestations in practicing teachers in the province of Biobío. Where the problem of violence within the educational establishment is explored, directed towards teachers, known as anti-school violence, a phenomenon on the rise in the Chilean pedagogical context. This type of violence includes physical, verbal and psychological attacks perpetrated by students and/or parents, which deeply affects the mental health and well-being of teachers. The effects of this violence expand to school dynamics, weakening relationships between actors in the educational community and affecting the quality of teaching. The study is based on a quantitative, descriptive and transversal methodology, using surveys of teachers in the province of Biobío. The forms of violence, its causes and the effectiveness of school coexistence plans are explored. The results show a prevalence of verbal and psychological aggression, with a perception of insufficiency in teacher protection measures to address this phenomenon. The research highlights the need to strengthen educational policies and school coexistence protocols, promoting a preventive and multidimensional approach that integrates teacher training and the participation of the entire educational community. The impact of violence on pedagogical authority, professional motivation and interpersonal relationships in the school environment is also highlighted.
Description
Tesis presentada para optar al título de Profesor de Educación Diferencial con Mención en Discapacidad Intelectual