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
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/265905
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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 Técnicas2025-09-03T09:45:22Zoai: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:34982025-09-03 09:45:22.895CONICET 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 |
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2024-12 |
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article |
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publishedVersion |
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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 |
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Centro de Investigaciones Cuyo |
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Centro de Investigaciones Cuyo |
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