Violencia escolar en Michoacán y Nuevo León, un diagnóstico situado para promover escuelas seguras en educación básica

Reyes-Angona, Sergio; Paredes, Sandra Gudiño; Fernández-Cárdenas, Juan Manuel

doi:10.24320/redie.2018.20.2.1548

Cited by 8 publications

(10 citation statements)

References 6 publications

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“…Currently, bullying is an undeniable problem in educational institutions, which weakens and puts school coexistence at risk, due to the permanence of different situations of intimidation that occur inside and outside the classroom at an alarming rate worldwide. As raised by (Reyes-Angona et al, 2018), violence that originates in the school environment is a type of violence that is not made visible.…”

Section: Discussionmentioning

confidence: 99%

Bullying and School Coexistence in the Return to Class of Primary School Students after the COVID-19 Pandemic: Evidence Collected in Peru

Ocupa-Cabrera

Meneses-La-Riva²,

Fernández-Bedoya³

et al. 2023

Acad. J. Interdiscip. Stud.

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Bullying is a public health problem widely discussed by both academics and education professionals. It is a permanent behaviour of violence that could be physical, verbal, psychological and even sexual, which discredits the victim and places him/her in a situation of fragility in his/her environment. The objectives of this research were to determine the levels of bulling (and its dimensions); to determine the levels of school coexistence (and its dimensions); and finally to analyse the relationship between bullying and school coexistence (and its dimensions) in an educational institution located in Cajamarca, Peru in the first year back to school after the pandemic caused by COVID-19. The study presented a quantitative approach, with a descriptive and correlational level, and a non-experimental design. According to the literature explored, bullying has 4 dimensions (physical bullying, verbal bullying, sexual bullying and psychological bullying), while school coexistence has 3 dimensions (inclusive coexistence, democratic coexistence and peaceful coexistence). The population consisted of 120 students in the sixth grade of primary education, of both sexes, from a school located in Cajamarca, in northern Peru. Two instruments were used: the school bullying questionnaire (with 56 items) and the school coexistence questionnaire (with 37 items). Both instruments showed validity and reliability after being tested. Among the results, it was observed that most of the schoolchildren presented bullying at low level (57.5%), followed by medium level (22.5%) and high level (20.0%); on the other hand, regarding the school coexistence variable, the low level was 36.0%, the medium level 53.0% and the high level 11.0%. Finally, it was determined that bullying is significantly related to school coexistence (p. < 0.001); as for the intensity of the correlation, it is negative and moderate (r = -0.551), the greater the bullying in school contexts, the lower the school coexistence in this space. Received: 11 November 2022 / Accepted: 12 February 2023 / Published: 5 March 2023

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Section: Discussionmentioning

confidence: 99%

Bullying and School Coexistence in the Return to Class of Primary School Students after the COVID-19 Pandemic: Evidence Collected in Peru

Ocupa-Cabrera

Meneses-La-Riva²,

Fernández-Bedoya³

et al. 2023

Acad. J. Interdiscip. Stud.

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“…For example, there are investigations that address the roles of some school agents, from the point of view of violence or conflict [27][28][29]; Other investigations do so from the perspective of SC management [30]; while some others focus on proposals to work on SC [31][32][33][34][35][36]. These differences help contribute to strengthen the knowledge about SC.…”

Section: Discussionmentioning

confidence: 99%

Family(ies) in studies about school coexistence in Chile: a systematic review

et al. 2020

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Studies on school coexistence generally focus on the interaction between those who make up an educational institution. Many studies, in Chile, focus on students, teachers, and the management team, leaving aside other educational agents as educational assistants. The present study seeks to: a) Know whether research on school coexistence carried out in Chile considers family(ies) as an educational actor; b) Identify how their participation is assumed in processes related to school coexistence reported by research in this field. A systematic review was carried out for this purpose, selecting 27 articles processed through the prism flowchart. There is little consideration of the family(ies) as an active educational agent in studies of school coexistence in Chile. This makes the family(ies) invisible, reducing their responsibility and possibilities of participation as active agents in the constructive and interactive processes of school coexistence and the educational process of the new generations in their charge. These results show the need to strengthen this field of study and to promote the recognition of the family(ies) as active educational agents in the construction of school coexistence.

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“…En otras palabras, los maestros juegan un papel trascendental en la formación de los alumnos para una convivencia pacífica en la escuela (Secretaría de Educación del Gobierno del estado de México, 2013), por tanto, son ellos quienes deben reflexionar sobre los ajustes por hacer en su labor, un acto que generará un mejor contacto con el alumnado, además, se conseguirán relaciones más afectuosas y de comprensión, y, por ende, dichos sentimientos forjarán en el aula una sana convivencia (Artavia Granados, 2005), no obstante, para alcanzarlo, es indispensable su formación, esto bajo cierto tipo de capacitación en modelación de prácticas pedagógicas para el impulso de ambientes de convivencia basados en la participación y el aprendizaje colaborativo (Reyes Angona, Gudiño & Fernández Cárdenas, 2018).…”

Section: Algunas Precisiones De La Convivenciaunclassified

“…Derivado de lo anterior, los maestros debieran: aclarar dudas durante las clases, mantenerse atentos en los ejercicios que se lleven a cabo y brindar consejos o sugerencias. Para ello, resulta relevante que el profesorado reflexione sobre los ajustes que tiene que hacer durante su labor (Artavia Granados, 2005) y que, además, reciba cierta capacitación para impulsar los ambientes de convivencia (Reyes Angona et al, 2018).…”

Section: Discusión Y Conclusionesunclassified

Involucramiento docente y condiciones del aula: una díada para mejorar la convivencia escolar en bachillerato

Medina

Villareal²

2020

rie

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Una mejora en la convivencia escolar resulta ser un baluarte que viene a influir en las relaciones que se dan al interior de las escuelas, no obstante, para alcanzar dicha mejora, es necesario conocer aquellos elementos que la favorecen. Derivado de esto, el objetivo del presente trabajo es determinar la relación entre los factores Atención, Participación, Sanciones y Condiciones del Aula con la Convivencia escolar en alumnos de bachillerato. La muestra estuvo conformada por 47397estudiantes de la República Mexicana; fue utilizado un cuestionario que forma parte de la Evaluación de Condiciones Básicas para la Enseñanza y el Aprendizaje (ECEA) realizado por el Instituto Nacional para la Evaluación en México. Después de una revisión de la literatura, se propuso un modelo teórico con los factores mencionados. Posteriormente, fue aplicada la técnica de modelaje con ecuaciones estructurales y se obtuvo un modelo empírico. Se hizo evidente la relación entre los factores citados con la convivencia escolar, esto es, la atención que proporcionan los maestros, la participación que promueven, las sanciones que aplican y las condiciones del aula son cruciales para mejorar la convivencia. Se concluye que tanto el involucramiento de los docentes como de las autoridades educativas es transcendental en este tema. An improvement in school coexistence figures as a decisive factor influencing relationships within the school community. However, in order to achieve such an improvement, it is necessary to know the elements that may favor the aforementioned interaction and community life. Hence, the objective of the present work is to determine the relationship between several factors, namely Attention, Participation, Sanctions and Classroom Conditions, in secondary education. The sample consisted of 47397 students from the Mexican Republic, and a questionnaire conducted by the National Institute for Evaluation in Mexico as part of the Assessment of Basic Conditions for Teaching and Learning (ECEA) was used. After a review of the literature, a theoretical model considering the mentioned factors was proposed. Subsequently, the modeling technique with structural equations was applied and an empirical model was obtained. Here, the relationship between the aforementioned factors and school interaction became evident; that is, the attention provided by the teachers, the participation promoted, the sanctions applied and the conditions of the classroom were proven crucial to improving the school environment. It is hence concluded that both the involvement of teachers and educational authorities are transcendental in this area.

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Violencia escolar en Michoacán y Nuevo León, un diagnóstico situado para promover escuelas seguras en educación básica

Cited by 8 publications

References 6 publications

Bullying and School Coexistence in the Return to Class of Primary School Students after the COVID-19 Pandemic: Evidence Collected in Peru

Bullying and School Coexistence in the Return to Class of Primary School Students after the COVID-19 Pandemic: Evidence Collected in Peru

Family(ies) in studies about school coexistence in Chile: a systematic review

Involucramiento docente y condiciones del aula: una díada para mejorar la convivencia escolar en bachillerato

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