Bullying y Género. Prevención desde la Organización Escolar

Abstract

Homophobia, biphobia, transphobia and gender violence in sexual-affective relationships appear frequently in the bases of bullying. The educational centres are more conscious about this reality and look for actions to prevent and eradicate this kind of violence. At the same time, international research states that bullying prevention needs a re-organization of the educational centre incorporating the work of all the educational community (students, family, teachers, etc.). In this article we gather data on bullying and its connection to gender, part of the Spanish legislation related to this problem is analysed and we conducted an international literature review. The main contribution of this article is to present orientations and actions that prevent and contribute to eradicate gender violence and violence for homophobia, biphobia and transphobia through the school organization and school management. Some of these actions are inclusive education, democratization of the centres, making visible and not trivializing violence, and mainly the community participation and active positioning of all the community against bullying and in favour of the victims.

Posibilidades del programa KiVa para hacer frente al bullying homofóbico y transfóbico

“…En primer lugar, la implicación activa del grupo de alumnado y el alumnado observador. Desde las indicaciones del bullying homo/trans-fóbico se aboga por un papel activo del alumnado al presenciar o conocer un caso de bullying, ya sea mediante la paralización de la agresión, la denuncia de la situación de acoso (Duque y Teixido, 2016;Platero, 2010;Poteat y Vecho, 2016;Wernick et al, 2013) o el apoyo al alumno o alumna victimizada (Cénat et al, 2015;Marshall et al, 2015;Vergara et al, 2007). En relación, el programa KiVa parte de la actuación del alumnado como herramienta principal que elimine las motivaciones del alumnado acosador, intervenga en las agresiones y apoye a las víctimas con el fin de minimizar y acabar con el bullying (Ávila, 2013; Embajada de Finlandia e Instituto Iberoamericano de Finlandia, s/f; Salmivalli y Poskiparta, 2012).…”

School Actions to Prevent Gender-Based Violence: A (Quasi-)Systematic Review of the Brazilian and the International Scientific Literature

“…The seriousness of the problem of violence in the school environment deserves to be highlighted; since, in addition to being constant, as indicated by research on bullying, for example, it has serious consequences such as decrease in academic indexes, dropping out of school, more interpersonal difficulties, depression, anxiety, and suicide (Unicef, 2012; Duque and Teixido, 2016;UNESCO-United Nations Scientific Educational, 2017). In addition, low reporting rates may indicate that, like in universities (Valls et al, 2009), schools fail to sustain means to encourage victims to report and even hinder both actions for victim support and development of preventive programs, since there is little knowledge of the extension of gender violence in educational institutions.…”

“…Research dedicated to understanding the phenomenon, and mainly to overcome it, points to the importance of violence prevention in the first years of school, focusing on the reduction of student aggressiveness, and the importance of community participation in the development of strategies to prevent and overcome violence at school (Tremblay et al, 2008;Oliver, 2014); strengthening of school management and peer group in the development of actions (Duque and Teixido, 2016); and, when it comes to universities, institutional actions in support of victims and receiving complaints (Oliver and Valls, 2004;Rosa et al, 2008). Ríos (2009) points out that school is an important socialization agent for individuals.…”

“…Globally, researchers and international organizations have indicated that violence is reflected directly within the school setting and that girls form one of the groups that is most vulnerable to violence, along with the LGBT population, immigrants, and people with disabilities or those that differ from the local standard (Unicef, 2012; Duque and Teixido, 2016;UNESCO-United Nations Scientific Educational, 2017).…”

Empoderamiento e Inclusión Social de Mujeres Inmigrantes a través de las Tertulias Literarias Dialógicas

“…En este sentido, gracias a los análisis a los que se llega a través de la lectura de libros de la literatura clásica universal donde se aborda la amistad femenina o las relaciones sentimentales, como La casa de Bernarda Alba o Bodas de Sangre¸ se van articulando unas dinámicas que promueven mejoras significativas. Por ejemplo, las TLD han generado lazos de amistad más allá del momento específico en el que las mujeres se encuentran en el centro escolar (Duque y Teixido, 2016). De hecho, ha generado nuevos momentos y espacios de amistad con el que compartir la vida generando así nuevos incentivos para tener una vida social saludable y enriquecedora.…”