Cuarenta mitos sobre el bullying: Claves para una convivencia escolar segura

Autores
Expósito, Cristián David
Año de publicación
2024
Idioma
español castellano
Tipo de recurso
artículo
Estado
versión publicada
Descripción
This academic essay addresses the phenomenon of school bullying and its digital dimension (cyberbullying) from a critical, scientific, and pedagogical perspective. Framed within the fields of education and school psychology, the text offers a reflective analysis of social and educational discourses that tend to normalize or downplay this form of violence. Its central purpose is to identify, analyze, and dismantle the myths and misconceptions that surround it. The underlying hypothesis is that these fallacies hinder both prevention and intervention efforts by legitimizing aggressive behavior, blaming victims, or absolving adults of their responsibility to act. The methodological approach is based on a documentary and conceptual analysis of specialized literature and current regulations, complemented by a classification and critical discussion of forty prevalent myths about bullying. Each myth is contextualized, contrasted with empirical evidence, and refuted through up-to-date scientific arguments. The essay shows how the persistence of these beliefs distorts the understanding of school bullying and hinders the construction of safe environments. It concludes that debunking these myths is essential to strengthening educational intervention, empowering victims, and promoting school coexistence grounded in respect and human rights.
This academic essay addresses the phenomenon of school bullying and its digital dimension (cyberbullying) from a critical, scientific, and pedagogical perspective. Framed within the fields of education and school psychology, the text offers a reflective analysis of social and educational discourses that tend to normalize or downplay this form of violence. Its central purpose is to identify, analyze, and dismantle the myths and misconceptions that surround it. The underlying hypothesis is that these fallacies hinder both prevention and intervention efforts by legitimizing aggressive behavior, blaming victims, or absolving adults of their responsibility to act. The methodological approach is based on a documentary and conceptual analysis of specialized literature and current regulations, complemented by a classification and critical discussion of forty prevalent myths about bullying. Each myth is contextualized, contrasted with empirical evidence, and refuted through up-to-date scientific arguments. The essay shows how the persistence of these beliefs distorts the understanding of school bullying and hinders the construction of safe environments. It concludes that debunking these myths is essential to strengthening educational intervention, empowering victims, and promoting school coexistence grounded in respect and human rights.
Fil: Expósito, Cristián David. Centro de Investigaciones de Cuyo; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza; Argentina. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires"; Argentina
Materia
Acoso escolar
Ciberacoso
Bullying
Ciberbullying
Mitos escolares
Convivencia
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/265905
Acceder
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spelling Cuarenta mitos sobre el bullying: Claves para una convivencia escolar seguraForty Myths About Bullying: Keys to Safer School CoexistenceExpósito, Cristián DavidAcoso escolarCiberacosoBullyingCiberbullyingMitos escolaresConvivenciahttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5This academic essay addresses the phenomenon of school bullying and its digital dimension (cyberbullying) from a critical, scientific, and pedagogical perspective. Framed within the fields of education and school psychology, the text offers a reflective analysis of social and educational discourses that tend to normalize or downplay this form of violence. Its central purpose is to identify, analyze, and dismantle the myths and misconceptions that surround it. The underlying hypothesis is that these fallacies hinder both prevention and intervention efforts by legitimizing aggressive behavior, blaming victims, or absolving adults of their responsibility to act. The methodological approach is based on a documentary and conceptual analysis of specialized literature and current regulations, complemented by a classification and critical discussion of forty prevalent myths about bullying. Each myth is contextualized, contrasted with empirical evidence, and refuted through up-to-date scientific arguments. The essay shows how the persistence of these beliefs distorts the understanding of school bullying and hinders the construction of safe environments. It concludes that debunking these myths is essential to strengthening educational intervention, empowering victims, and promoting school coexistence grounded in respect and human rights.This academic essay addresses the phenomenon of school bullying and its digital dimension (cyberbullying) from a critical, scientific, and pedagogical perspective. Framed within the fields of education and school psychology, the text offers a reflective analysis of social and educational discourses that tend to normalize or downplay this form of violence. Its central purpose is to identify, analyze, and dismantle the myths and misconceptions that surround it. The underlying hypothesis is that these fallacies hinder both prevention and intervention efforts by legitimizing aggressive behavior, blaming victims, or absolving adults of their responsibility to act. The methodological approach is based on a documentary and conceptual analysis of specialized literature and current regulations, complemented by a classification and critical discussion of forty prevalent myths about bullying. Each myth is contextualized, contrasted with empirical evidence, and refuted through up-to-date scientific arguments. The essay shows how the persistence of these beliefs distorts the understanding of school bullying and hinders the construction of safe environments. It concludes that debunking these myths is essential to strengthening educational intervention, empowering victims, and promoting school coexistence grounded in respect and human rights.Fil: Expósito, Cristián David. Centro de Investigaciones de Cuyo; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza; Argentina. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires"; ArgentinaCentro de Investigaciones Cuyo2024-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/265905Expósito, Cristián David; Cuarenta mitos sobre el bullying: Claves para una convivencia escolar segura; Centro de Investigaciones Cuyo; Psicopedagógica; 15; 19; 12-2024; 146-1710328-5413CONICET DigitalCONICETspainfo:eu-repo/semantics/altIdentifier/url/https://www.cicuyo.org/ojs/index.php/Psicoped/article/view/168info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:35:51Zoai:ri.conicet.gov.ar:11336/265905instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:35:51.889CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Cuarenta mitos sobre el bullying: Claves para una convivencia escolar segura
Forty Myths About Bullying: Keys to Safer School Coexistence
title Cuarenta mitos sobre el bullying: Claves para una convivencia escolar segura
spellingShingle Cuarenta mitos sobre el bullying: Claves para una convivencia escolar segura
Expósito, Cristián David
Acoso escolar
Ciberacoso
Bullying
Ciberbullying
Mitos escolares
Convivencia
title_short Cuarenta mitos sobre el bullying: Claves para una convivencia escolar segura
title_full Cuarenta mitos sobre el bullying: Claves para una convivencia escolar segura
title_fullStr Cuarenta mitos sobre el bullying: Claves para una convivencia escolar segura
title_full_unstemmed Cuarenta mitos sobre el bullying: Claves para una convivencia escolar segura
title_sort Cuarenta mitos sobre el bullying: Claves para una convivencia escolar segura
dc.creator.none.fl_str_mv Expósito, Cristián David
author Expósito, Cristián David
author_facet Expósito, Cristián David
author_role author
dc.subject.none.fl_str_mv Acoso escolar
Ciberacoso
Bullying
Ciberbullying
Mitos escolares
Convivencia
topic Acoso escolar
Ciberacoso
Bullying
Ciberbullying
Mitos escolares
Convivencia
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv This academic essay addresses the phenomenon of school bullying and its digital dimension (cyberbullying) from a critical, scientific, and pedagogical perspective. Framed within the fields of education and school psychology, the text offers a reflective analysis of social and educational discourses that tend to normalize or downplay this form of violence. Its central purpose is to identify, analyze, and dismantle the myths and misconceptions that surround it. The underlying hypothesis is that these fallacies hinder both prevention and intervention efforts by legitimizing aggressive behavior, blaming victims, or absolving adults of their responsibility to act. The methodological approach is based on a documentary and conceptual analysis of specialized literature and current regulations, complemented by a classification and critical discussion of forty prevalent myths about bullying. Each myth is contextualized, contrasted with empirical evidence, and refuted through up-to-date scientific arguments. The essay shows how the persistence of these beliefs distorts the understanding of school bullying and hinders the construction of safe environments. It concludes that debunking these myths is essential to strengthening educational intervention, empowering victims, and promoting school coexistence grounded in respect and human rights.
This academic essay addresses the phenomenon of school bullying and its digital dimension (cyberbullying) from a critical, scientific, and pedagogical perspective. Framed within the fields of education and school psychology, the text offers a reflective analysis of social and educational discourses that tend to normalize or downplay this form of violence. Its central purpose is to identify, analyze, and dismantle the myths and misconceptions that surround it. The underlying hypothesis is that these fallacies hinder both prevention and intervention efforts by legitimizing aggressive behavior, blaming victims, or absolving adults of their responsibility to act. The methodological approach is based on a documentary and conceptual analysis of specialized literature and current regulations, complemented by a classification and critical discussion of forty prevalent myths about bullying. Each myth is contextualized, contrasted with empirical evidence, and refuted through up-to-date scientific arguments. The essay shows how the persistence of these beliefs distorts the understanding of school bullying and hinders the construction of safe environments. It concludes that debunking these myths is essential to strengthening educational intervention, empowering victims, and promoting school coexistence grounded in respect and human rights.
Fil: Expósito, Cristián David. Centro de Investigaciones de Cuyo; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza; Argentina. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires"; Argentina
description This academic essay addresses the phenomenon of school bullying and its digital dimension (cyberbullying) from a critical, scientific, and pedagogical perspective. Framed within the fields of education and school psychology, the text offers a reflective analysis of social and educational discourses that tend to normalize or downplay this form of violence. Its central purpose is to identify, analyze, and dismantle the myths and misconceptions that surround it. The underlying hypothesis is that these fallacies hinder both prevention and intervention efforts by legitimizing aggressive behavior, blaming victims, or absolving adults of their responsibility to act. The methodological approach is based on a documentary and conceptual analysis of specialized literature and current regulations, complemented by a classification and critical discussion of forty prevalent myths about bullying. Each myth is contextualized, contrasted with empirical evidence, and refuted through up-to-date scientific arguments. The essay shows how the persistence of these beliefs distorts the understanding of school bullying and hinders the construction of safe environments. It concludes that debunking these myths is essential to strengthening educational intervention, empowering victims, and promoting school coexistence grounded in respect and human rights.
publishDate 2024
dc.date.none.fl_str_mv 2024-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/265905
Expósito, Cristián David; Cuarenta mitos sobre el bullying: Claves para una convivencia escolar segura; Centro de Investigaciones Cuyo; Psicopedagógica; 15; 19; 12-2024; 146-171
0328-5413
CONICET Digital
CONICET
url http://hdl.handle.net/11336/265905
identifier_str_mv Expósito, Cristián David; Cuarenta mitos sobre el bullying: Claves para una convivencia escolar segura; Centro de Investigaciones Cuyo; Psicopedagógica; 15; 19; 12-2024; 146-171
0328-5413
CONICET Digital
CONICET
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.cicuyo.org/ojs/index.php/Psicoped/article/view/168
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Centro de Investigaciones Cuyo
publisher.none.fl_str_mv Centro de Investigaciones Cuyo
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.069144

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