VIOLENCE
IN THE CLASSROOM
What is it? How does it affect us? What to do?
Fernando Pereira
Oscar Misle
Authors:
Fernando Pereira V.
Oscar Misle T.
Contributors:
Soraya Medina
Naizlin Espósito
Elena Sosnowski
Viqui Durán
Catalina Martínez
Berna Iskandar
Josbelt González
Ana Barrios
Carlos Trapani
Abel Saraiba
Checking:
Carla Villamediana
Design:
Ana Llerena
Cover:
Miguel Lehman
Legal Deposit: 978-980-331-102-5
ISBN: lf15220093713342
El Papagayo Editions, Cecodap© August 2009.
Cecodap, Qta. El Papagayo, Av. Orinoco, Bello Monte Norte, Caracas.
Phone: 0058 212 9514079
Fax: 0058 212 9515841
www.cecodap.org.ve
[email protected]
Dedication
To educators
For being there for all children and adolescents through beautiful and inspiring moments
but also through difficult and frustrating ones. For not giving in on your mission to form
and transform; for thriving lives that were marked by pain and hopelessness; for having the
courage to go on doing what you do, being what you are and being willing to make a
difference…
To students
For their willingness to build routes, which will lead them to achieving their dreams in a
not always stimulating and inspiring reality, but still ready to give life to classrooms,
playing yards and halls with their backpacks full of dreams, frustrations, passions,
wounds…
but
above
all
the
willing
to
be
and
feel
loved.
To families
Fathers, mothers, grandparents, uncles… for assuming this difficult challenge of being and
feeling like a family, walking your children and adolescents during this difficult road of
life. This dedication also goes to our families, because it is thanks to them that we are here
being, doing and feeling what we learnt in that nest that incubated us until we decided or
until it was our turn to fly and we discovered we had wings.
.
THANK YOU
Writing a book on violence in schools demands a multicourse and multidimensional focus.
It is because of this that we want to show our pride and thankfulness to: Soraya Medina,
Naizlin Espósito, Elena Sosnowski, Viqui Durán, Catalina Martinez, Josbelt González,
Berna Iskandar, Ana Barrios, Carlos Trapani and Abel Saraiba. Their professional and
human contributions expressed on the design and development of institutional projects,
investigations, reports, documents … were very valuable to this work.
We are thankful for your knowledge, experiences and commitment to boys, girls and
adolescents, convinced that they will be useful in order to nurture reflections, critics,
proposals that can fertilize opportunities for teachers, educators, families and other
professionals to give personal and social answers, to make possible to prevent and act
whenever violence infects classrooms.
INDEX
PP
Foreword
8
Violence in the classroom
10
CHAPTER I
I. What is the use of education?
School on the bench
School: Idealism vs. reality
What education are we referring to?
Are we satisfied with the education we have?
“Yes but no” schools
From static education to dynamic education
Anti-natura school
We educate: To include or exclude?
Right or left hand?
Depends on the crystal you look it with
13
14
15
15
17
17
17
18
19
20
20
CHAPTER II
Violence on educational institutions: Are they in to stay?
What is the meaning of school violence?
Percolates like water through every corner
Violence without boundaries
22
23
24
25
CHAPTER III
Wounds that hurt and have no antidote
Are we born violent?
Origin of hate
An empty desk
Emotions that change clothes
Pedagogy of tenderness
There is no worse blind…
Vernacular violence
All the roads lead to…
There is no violence in my school!
Voices of children and adolescents
Power asymmetries
27
28
28
29
30
31
32
33
34
35
37
38
CHAPTER IV
School harassment: violence with a joking mask
Violence on uniform
40
41
Jokes are ok but not so harsh!!!
Harassing jokes
Harassment as a consequence of jape
Exclusion and isolation: Are the jokes to blame?
Emotional toxic mean Jokes
Jokes that kill
I do to others what I want for me?
The longing for a paradise without conflicts
What school living are we referring to?
41
42
44
46
47
49
49
52
53
CHAPTER V
Violence on the screens
Virtual sex
The allure of the forbidden
That only happens to others
I don’t allow them to get on-line
Law does it all
Family always
Screens that bleed
Voices of children and adolescents
Explicit sex in uniform
Adolescence in the spotlight
A double standard?
Main risks
Violence in cyberspace
The most vulnerable ones
The allure of video games
56
58
59
60
61
61
61
62
62
65
65
65
65
66
66
66
CHAPTER VI
Rights: To live, suppress or assault?
The more law the more violence?
They did not fall from heaven
Above all human, people and citizens
Rights and duties, do they embrace?
Rights vs. Duties
To have rights means not meeting the standards?
What is discipline compatible with human dignity?
Discipline: A very tight corset?
With your hands tied?
New wine in old bottles?
69
70
72
72
72
72
74
75
76
76
77
CHAPTER VII
Teaching community: it is a community? does it teach?
From ideal to real family
Does violence start at home?
What does the LOPNNA say?
79
80
81
81
Why do we hit them?
What does physical and humiliating punishment reveal?
Mild punishment with serious consequences
Psychological wounds
Feelings of the aggressor family
To be and to feel like a family on times of crisis
What family are we talking about?
Signs to coexistence
Limits or limitations?
Limits: Everyone sees them through their own glasses
The adult: Catalyst of violence?
The rules of coexistence
Conceived and given birth by all and among all
When does trouble start?
If it is participative, is it all set?
From the written discipline to the active one
Students... Bystanders?
Battle of the sexes
Education: Did it lose its compass?
Does school generate violence?
Punishable facts and discipline: Eggs from different baskets
Against aggression, repression
82
82
83
84
84
84
85
85
85
86
87
88
89
90
90
90
92
92
94
94
95
95
What to do for well treatment to find its desk?
96
El Papagayo Editions
101
Consulted sources
102
Foreword
It is usual to listen to expressions that allude the end of the world and the decadence of
society when violence seats next to us and it is impossible to put it aside, ignore it
definitely for there is no way to silence such a noisy, cruel and terrifying company,
because it threatens us and it progressively approaches to the point it starts eating from
our plates, entering the deepest most intimate places.
It is because of it that in this table which we will call country there is a group of elements
that interact like a group of people who seat to share the great plate of reality; plate that
calls us in an inaudible way in order to step out and face it.
With the strong intention to face that great plate of reality we present this play that looks
to initiate conversations with violence, seated by us on our table and confront it straight
up.
Violence in the Classroom is a work that doesn‟t fall right on the readers hands as an
spontaneous event, or as a divine revelation. Violence in the Classroom gathers those
stances, learning, positions and perspectives assumed by Cecodap after a quarter of
century of experience. And who better than two of the most tireless craftsmen on this path
Fernando Pereira and Oscar Misle to systematize the entire group of reflections and
causes on each page. However, this work does not pretend to be a mere simple systematic
recollection of a process crossed by wide experience but to add a complete and deep
invitation to get into what many times got transformed into something shady or ignored
due to the lack of clear answers.
The key invitation in this entire development is to go further guilt of others which
somehow covers us with a so called protective robe, and to assume introspectively how
each actor inside educational communities and institutions are quite clear about their
responsibilities on the forthcoming and perpetuation of violence. The calling is clear;
there is no other way but to see violence as a problem from all perspectives in each stage
of life and for this particular case in the teaching ambit. Today “words become weapons.
Speech becomes a weapon that launches bullets, missiles to destroy, disqualify, humiliate
but the end justifies the media”… and in front of that people have no other choice but to
establish – such as Violence in the Classroom states – an structural review of values
inside the Venezuelan education going through models, conceptions and stereotypes to
finally conceptualize in the right way “a monster with a thousand heads” such as school
violence.
What is the role of today‟s Venezuelan family? And how does that role affect the
development and forthcoming of violence? These are just some of the questions which
answers are we after but become impossible when seeing from one same vision and
angle. Without any stereotypes Violence in the classroom draws attention towards
polemic subjects such as parents and family making schools the only responsible for their
children education, at the same time it puts on a balance the contradictions present in
schools and its different conceptions as mirror and social catalyst.
Thanks to Fernando Pereira‟s and Oscar Misle‟s experience it is possible to overcome
the mere accusation and pointing of failure or weakness of those actors who intervene in
such a complex problem. They offer some enlightenment which has allowed making out
and approaching violence inside teaching centers. And in order to pass on such
experience there is no better way than flooding – like in this work does - emotions that
give energy to ideas and theories so that it is possible to contact whatever is inside us
and that this somehow allows us to have influence on the way we perceive reality.
Seating on this table and in front of this great plate that is reality we can feel a lack of
the food we need since the world‟s development is so vertiginous that we barely have
time to finish understanding a fact or object when it already spins forcing us to start from
scratch. This is the case of new technologies, cell phones and others alike through which
many outrageous facts are shown and lead to some changes. As a result of this event
many people in charge of eating from the plate of reality prefer to throw it away or to
forbid setting it on the table while pushing away any threat such as cell phones and
cameras, among others.
In these tables that fill a classroom that we assume for this case as a teaching community
we find ourselves bound to rights, duties, parents, social context, national reality, teachers,
violence and its buddy social harassment, who apparently are constantly fighting.
However, everyone has something to say and narrate, and it is because of it that from the
work and experience of Cecodap we get Violence in the Classroom from the hands of two
tireless social fighters to tell a story without a present ending but worth to start writing.
Abel Saraiba
1
_________________________________________________________________________
1 Abel Saraiba (18 years old) lived his first moments of adolescence being a part of Cecodap promoting school coexistence. This experience has allowed him
to gain knowledge and abilities to perform her citizenship by being leader of process in teaching centers and national and international spaces. He‟s the
author of publications on school coexistence. Right now he studies Psychology at UCV. His ability to analyze, search for answers in the decision making
progress and sensibility and social commitment make him a member of the General Assembly of Cecodap.
Violence in the classroom
Coexistence is learnt, built and taught
It is a people‟s and society‟s life-long duty
José Bernardo Toro
Seeing images of fights between students and children recorded and uploaded on the
Internet to feed social morbid; disturbs that shake a high school somewhere; death of a
student caused by a classmate; an adolescent fighting for his life due to a beating by a
neighbor high school… This slaps us in the face and make us wonder if we wish to keep
living “seeing without watching, hearing without listening and feeling without reacting”.
Violence is here, now, it has been around for a while, and it has grown. It was no good to
“play fools” fantasying that is just a brief moment, which it will pass. Violence has taken
schools, play yards and halls of all teaching centers, streets, cell phones… It is like a
thousand-heads monster, multicourse and multidimensional. This condition makes it
difficult to visualize and understand. Flat simple definitions come to mind, clichés that in
two phrases allow making others responsible so we do not feel guilty or co-responsible.
Stocked in backpacks
Cecodap, Venezuelan social organization, celebrates its 25 years of marriage to the
commitment of promoting the formation and participation of children and adolescents so
that can feel like human beings, people with rights, duties and responsibilities that allow
them to participate in a democratic coexistence. This process has proved that teaching
centers are not separated from society. Children and adolescent live in a context where
violence, in its different manifestations, has become an unwanted guest, an intruder we
have not been able to get rid of.
Violence expresses itself in family relationships, between men and women; it is used to
“correct” sons and daughters and turn them into “men and women of good”. It goes online
through the internet and it is also present in video games showing thousands of ways to kill
and assault.
It enters our home like a “nanny with antennas”. It strips its screen with no sense of
decency showing all kinds of programs. Explicit or subliminally it teaches different ways to
assault and disqualify human beings (and other living beings).
We live in a planet where war, confrontation – armed or not – locally or between
countries, regions, etc. makes violence get a disguise of divine justice to destroy all of
those who think, feel or act different.
Words “become weapons”. Speech is Speech becomes a weapon that launches bullets,
missiles to destroy, disqualify, humiliate but the end justifies the media…
Insecurity surrounds every family. Children and adolescents no matter age or condition
are vulnerable in presence of its different ways of manifestation: violent deaths,
accidents, kidnappings, sexual abuse, exclusion, discrimination…
Looking for who’s responsible…
When school violence knocks on the door of a teaching center the different involved
actors start making their analysis and pointing who’s responsible:
“The family is guilty for they don’t teach values nor take care of their children anymore”
“Teachers are not the same they were before in my times...” attack parents.
“TV programs and videogames”, add supervisors.
“Drug use and gun traffic”, helpers
"Bad infrastructure conditions and mistreat from some teachers”, students
"An unrest plan with a political end", authorities
Such a complex and diverse problem has multiple causes, effects and implications. We
invite you to make an introspection exercise, to acknowledge each actor’s responsibility
as well as our own. As educators let’s make an effort to see teaching from within, without
putting aside the weight that other ambits like violence generators could have.
Teaching centers have been submitted to an over-demanding social process. This
expectative has been incrementing with the time as families, social support nets, have lost
their capacity to answer
Schools have been subjected to a process of social demand. Expectation has been
increasing over the years, to the extent that families, social support networks, have lost
their responsiveness and support, you are prompted to schools to become engines
promotion health, community involvement, violence prevention, promotion of economic
solidarity. The school has become the preferred forum for the prevention of drug use,
HIV prevention, teenage pregnancy and other problems that society has
Forming for what?
Certainly one of the foundations of teaching is to form citizenship for life and that is
closely related to experiences and worries of socialization, the point is how to do it and
how is there a real formation process instead of mere emptiness.
This over-demand contrasts the conditions of teaching centers – in many cases
precarious: lack of maintenance, few resources, insufficient working conditions, lack of
personal training… Situations that are generator of violence by it selves.
Supposing those conditions improve and decent teaching conditions are implied, can we
assure there will be no more school violence? Can school stop being a violence
generator?
“Let me give my class in pace, let families, cops and politicians agree on how to solve the
problems that affect us”. If we think like this, like there is nothing to be done or the
answers rely on everyone else except ourselves, then the rest of the pages on this work
are senseless.
Truth is violence is on stage and it’s the main character. As audience we ask ourselves:
What to do? Though this work we invite you to consider it. We will show you ways to
react in presence of violence in teaching centers; this “thousand-heads monster” for
whom we are never prepared enough believing it will not affect us and when least
expected it hits us – direct or indirectly – and we must do something.
If we go from “this is it”, understanding and Keeling there are real treats against students’
and teachers’ physical integrity we can start this trip allowing space for dreams.
I.
What is the use of education?
School crystallizes the tensions of our society.
And sometimes it exacerbates.
Debarbieux
School on the bench
All violence is exogenous, is imported to schools from families, community, country?, Is
education a preventer or becomes a breeding ground or promoter of forms of violence?
Take the magnifying glass and see the equation on the inside.
So many criticisms of the school and education, can lead us to strengthen the lapidary
sentence Reimer (1981) gives the title to one of her works: "The school has died." Or
perhaps to continue the questioning of Illich (1974) around de-institutionalization and deschooling as a means to ensure that individuals can regain their ability to self educate and
free themselves from the "straitjacket" that can represent education.
Although these approaches have helped to question the assurances of an education that is
clinging to the comforts, are idealistic as to the real possibilities of application in modern
societies.
Obviously as Triciuzzi concern and Cambi (1993), every culture, every society, every
historical age tend to develop a model of socialization, enculturation of children, a training
set of ideals, an Ensemble of rules and regulations relating to child and growth.
The school can also be considered the area par excellence for the reproduction of social
relations: Sanchez and Oviedo (s / f) state that the school is now a specific space that
separates the child from the strict limits of family and social harmony anarchic adults.
From the moment he enters school child's life is controlled by health standards, moral,
educational psychology, the order and submit to the discipline and learning as a sort of
"quarantine" widening, before incorporated into adulthood.
We must recognize the tension and contradiction arising from the two roles that
education plays in a society in transformation. Havighurst points out (Filho, 1974): the
difference between what education is and what they actually want to be, between practice
and ideals. Education acts as a mirror of society, than it is, and yet is presented as a
promoter of social transformation. On the one hand you want to train the children and
adolescents identical to their parents and on the other, to form part of another reality, to
change the status quo.
In this regard Mariano Herrera (2007) notes that education is required to produce a
balance between two seemingly contradictory trends: the conservative force (to preserve
and transmit our history and values as a people) and the transforming power (to get from
the
company
have
to
be
willing).
School: idealism vs. reality
The fact is that the school is present, is a socializing agent for excellence and to transform
it, one must begin with how its reality in our society, what is in it every day and what we
eventually end up as their practices. Lobrot (Salvat, 1966) criticizes the "revolutionary
pedagogy" by not addressing the problems of institutional and idealists for sin and little
facts.
In this sense, it is clear that the physical, social, family, employment is exercised in the
educational act greatly determine the possibilities of implementing the education they
want. School also prompted him to make up deficiencies which may have other systems
or networks and are asked to perform tasks of other institutions at the expense of its
mission to educate. This can not be justification for conformity or for there to stay
bedridden experiences that show how to improve education and having children and teens
who want their school, learning, despite living in adverse conditions.
In particular we start to recognize the value and potential of the school as a social space
par excellence. It should be a nursery and a school of citizenship, based on the reality that
we live. Faure (1972) in his study "Learning to be," strolls through the contributions that
education has been the fate of societies, in all its phases. Bringer of the noblest human
ideals, inseparable from individual and collective achievements of the most distinguished
history of education achieved even reproduce itself and the glorious decadence of human
evolution. And of course, because the school is a reflection of the society in which it
operates.
Which education are we referring to?
Prieto Figueroa (1984) suggested that defining education is no easy task, as each
definition corresponds to a philosophical conception that in turn has an idea of man and
woman and thus raises the kind of education it must receive. From there, Prieto dates
back to the etymology of the word education, which in Latin can have a connotation of
nurture, educare, from outside to inside or former ducere out what is in the spirit that
exists in every being from inside out, as also expressed Claparede (Prieto, 1984).
From these two basic principles, we can make a review of the two concepts that have had
greater weight on education. Cirigliano (1972) contrasts and the pattern of traditional
education with modern education (see diagram No. 1), understanding the first as one that
sees learning as a process that occurs outside-in and the second, as he understands inside
as outside, inside and out.
Similarly, Lozano (1980) quotes Durand, who opposes the new subject-centered pedagogy,
the old object-centered pedagogy. For its part, Mantovani (Prieto, 1984) states that the
educational process can not be seen as unilateral, but it is a process that involves creating
and receiving, combining and harmonizing both the possibilities of being that is being
educated as environmental historical-cultural context in which it operates.
Of these positions, ultimately resulting two major approaches to education: the traditional
or conservative and the modern (prefer to call again.) See Diagram No. 1
Diagram N°. 1
EDUCATION
In perspective
Traditional
Modern
Man: rational animal
Man: organism who acts in an intelligent way
Intelligence: memorial
Mind: social media
Knowledge:
Activity with objectives:
Dynamic psychology, structuralism, topological
Axis at school: Learning
Skills to be developed are those of student
Methods: Scientific
Faculties psychology (and senso-empiricist psychology)
Axis at school: Teaching
Skills to be developed are those of Professor
Methods: Logical
Autocracy: emphasis on the past / To: External
Democracy: emphasis on the future / To: immanent
activity
Culture: Static
Truth: Found
Lesson (repeat)
Time 45 minutes
Alexandrianism
Learn to repeat what they have books, divorce between
hand and mind
Single rigid curriculum
Vertical approach
Who does not learn is excluded
Each one left to its own abilities
Mind-body dualism (effort-game, silence, noise
classrooms, playgrounds)
The building complex design features a split between mind
and body
Rating: Verification of knowledge: from memory
Culture: Dynamic
Truth: To be found
Work areas or units
Time: Changeable work sessions
Active and free schools
To learn is to solve problems, unification on the
Intelligent activity
Different curriculum: optional subjects (various curricula)
Shared approached
To teach everyone
It seeks to provide study skills and communication to
whoever need them
Rejects dualism
The building design reflects the possibility of experience
to be
Rating: demonstration of effective capacity to solve
problems
Individual
Group
Source: Cirigliano, Gustavo (1972): Philosophy of education.
By analyzing the positions of each of these approaches, we see that those who support (in
word or deed), either a radical or attenuating, the traditional approach can not
accommodate the new curriculum concepts, characteristic of evolutionary psychology
agree on the importance of children and adolescents to develop fully, individually and
socially, being active participants in the process and based on his experiences as a
milestone in the construction
________________________________________________________________________
Please notice that the used texts are over 30 years old, never the less, it cannot be asserted that the dilemmas in every day life presented there – most of
them in schools - have been solved even during the XXI Century.
2
of learning. Those who are placed in this position, then a way must be undertaken to
revise its own conception of education, failure to do so may raise the question of whether
it is educating the child, the child and adolescent that is not to be doing " It is exerting
institutional violence in the extent is unknown nature, reality, rights of the student
population? How to solve the contradiction between avant-garde theories and educational
approaches in which violence has no place and educational practices that promote it
actively
or
passively?
Are we satisfied with the education that we have?
Nassif (1965) developed within its assumptions, the difference between school crisis and
crisis
in
the
school.
The
first
suggest
the
decline
or liquidation of this institution, while the talk of crisis in school leads us to think in a
situation of transition, adjustment, social change, culture and politics in which we live.
From there, the question arises: Do we feel that our education is in crisis? Are we
satisfied with our accomplishments and results? As a society, are we achieving the
expected results? As teachers, are we educating for life and in life? Can we respond to the
needs and concerns of our and our students?
“Yes but no” schools
If our models respond to traditional education, domesticating and liberating, as postulated
Freire, then we have an obvious contradiction within their own education. The principles,
assumptions, theories, march on the one hand and execution on the other. We intend to
maintain a scholastic education, encyclopedic, memorizing on the Internet Society.
In matters of psycho space there is a contradiction in a classroom of 30 to 45 "students"
should be seated in rows, listening on evolutionary processes, historical changes, changes
... his back to the "companion" or "companion" and looking back who sits on.
Moreover, "In a static society is self-education that prepares the immature in the image and
likeness of adults, because it is assumed that this image will remain in the future. For a
static education and, consequently, for a static society, past, present and future with few
differences or follow a certain logic, capable of foresight” (Nassif, 1965, p. 28-29).
From static to dynamic school
Is static education the reality of children and adolescents with whom we are working? If so,
is it the Organic Law for the Protection of Children and Adolescents (LOPNNA) or social
problems are responsible for the problems we have in education, violence? "Do we train
people to prevent violence or to generate it?
Redondo (1974) points out that we are in a transition from the traditional approach to a new
renewed focus on education, with all the consequences and problems involved. To this end,
teachers, and teachers, who have developed the principles of the new education, have
indicated that the results are much more positive if the work is directed to consider, in an
essential way: - The personality of the learner with all its features and functional living
environment. - Seeing the child, as it is, a child, rather than a school full of books and
notebooks. -Establish value judgments according to their inherent possibilities. - To see
their progress in terms of personal effort, in a pleasant environment, collaboration and trust,
rather than in connection with the knowledge that the program notes. - Studying the learner
in their reactions, their needs and worries, rather than imposing adult criteria may be
obstacles to normal development. Faure (1981) adds to this the importance of recognizing
the different ages of boy and girl, as opposed to traditional pedagogy that felt like a mini
adult and also did not recognize adolescence as a stage, as a characteristic psychological
stage.
Rugg (1981) notes that there may be differences in the methods but also in the common
elements among the schools where children are "feel good": "Seeks to satisfy the interests
and needs of children individually. -Develop cooperative working methods and
equipment. "The play, creative activities, construction and exploration have an important
role. -Be part of the experience of students and as a par-giving and as a means of further
experience. "We use the environmental conditions and activities. - They break down
barriers between rigid materials and correlates of knowledge. Given this, it is evident the
position of Freinet (Lozano, 1980) who notes that the best method is not what is
advocated in more intellectual and academic arguments, but in practice and with the
students, gives better results.
Anti natural school
The changes raise the school as a social institution must go through to become a school
that attracts and not that afraid. In our schools, in general, laugh too little. The general
idea is that education of the mind has to be something creepy and this is one of the
hardest things to change. Urgently review what Be (1996) called "The Classroom
Punitive, in which it appears that a punishing angel in flight was constant among students
and teachers. Torres (1992) contributes to this analysis through the description of a
school routine, described by one person at a meeting of teachers and specialists, "... to
visit nurseries and kindergartens in the city, was struck by the very low and to the zero
level of noise that could be perceived from the outside in some of these campuses. By
entering these areas of silence, found students sitting holy, shelves and tables carefully
sorted, yaseados neat spaces. As in a library, not in a classroom. As in a cemetery, not a
kindergarten. Child's Play, and game is a racket. Child is movement and movement is
noise. Child's speech and expression is noise. Child is creativity and creativity is noise.
Child's dynamism and dynamism is noise. Child is life and life is noise. Deny it, repress
it, is therefore to deny children their right to be children, their right to play and move, to
express, to create, to live.
In many schools, we want children to play, but the toys are packaged and positioned to the
right height so that only adults can reach them at times and under adult rules. It wants
children to become familiar with books and reading, but the library is closely guarded by a
thousand locks to prevent the books are used and therefore destroyed. It wants children to
draw, color and build, but all the time insists on the need to maintain cleanliness and order.
It wants children to work in groups and collectively, but do not want to produce the
inevitable noise of the communication and cooperation. It wants children to move, run and
hop, but this co-publishing if not move, do not touch, do not trip, do not cry or shout with
joy. You want in order that the children play games, read, work, build, move, but quietly,
subject to adult standards of immobility, silence, cleanliness and order, rules that adults
learned in childhood by other adults ... The noise, the poor so unpopular and so poorly
understood at the school level, often considered synonymous with discipline and
irreverence, the expression of disorder and to relax, source of pain and punishment, motive
daily reprimands, penalties and bad grades. But human eye lens, the noise is essential and
fortunately expression of being alive: the noise condensed speech, laughter, movement,
song, joy. " An education that attracts, a pedagogy of communication and not of silence, of
affection and not repression, are the best antidotes to violence.
We educate to include or to exclude?
Schools have become one of the fronts where there are more and more resistance to assume
the role of children as subjects of rights and promoting their full participation. The idea that
male and female students may be more active and involved in decision making is associated
with chaos, indiscipline and lack of basic conditions for the pedagogical exercise. Hart and
Lansdown (2000) consider that: "Hopefully, the next decade will bring even greater
emphasis on inclusion, so that all children can discover their rights through actual practice.
It was always assumed that schools are where less can be expected to give this kind of
democratic practices, as they are the core for maintenance of the status quo. But the overall
thrust of education for all children, should become an obvious focus of our concerns and
given the significant changes we've seen in the past ten years, may soon no longer be a
hope too far that even the school can change. “This obviously requires a significant change
both in school and in active subjects who make it possible. Conde (1998) suggests that
teachers should learn to exercise their authority in a democratic environment, under which
it is possible and necessary to know "lead without pulling, guiding without manipulation,
without stifling regular." Serves as an example in this regard, a study conducted in
Venezuelan schools found to be barriers to citizen participation process with children and
adolescents "... little flexibility, vertical, and inadequate awareness of the need for child
participation" (Barrios and Duarte , 1996). Many of the projects, participatory approach,
carried out in schools because they can develop extra activities chair, community-oriented
and as such do not affect the dynamics of the school. Maybe a group of students at an
educational institution is influencing the development of national legislation on living but
to the internal student of this institution is impossible to review how to operate the rules of
procedure or manual as it pertains to living.
Right hand or left hand?
Given the fear and uncertainty generated by these new trends, educators are polarized
between those who argue that only with "tough" can resist the desire of anarchy institutions
and those who think that "letting go" is the best way to avoid any student or family and I
denounce you into trouble. Both trends are also negative effects to prevent the development
of civic attitudes and skills. Get the midpoint between these two trends implies a conscious
and dedicated for children and adolescents do not have to be detrimental to the school or
the teacher but on the contrary, exalt and claimed as an institution professional and citizen.
This is shown by many experiences and student organization participation and civic
education developed in schools. Just breaking the paradigm of social danger, the threat
posed and the students as potential generators of "bad behavior", violence ... It will advance
the construction of the paradigm of opportunity and possibilities ... to find and leverage the
capabilities that all and everyone has to contribute, change, transform.
Depends on the crystal you look it with
The models of education that apply directly depend on the vision we have of children and
adolescents with whom we work. Lansdown (2004) argues that although the way to treat
children varies from one society to another, as the age at which they are thought to acquire
certain levels of competition, the majority of cultures as a child conceived period of
"transformation" rather than "existence", and attaches little importance to how children
make sense of their own lives. Adulthood is thought to represent the "norm", while
childhood is a state of immaturity, characterized by irrationality, incompetence, immorality,
passivity and dependence. Wallon (1974) expresses a similar idea; graphically noting that
the child is not a reduction compared to adult and can not be viewed as a subtraction
operation (for what it lacks in relation to adult). Dewey (1957) expresses our tragic mistake
is that we are so worried about the results of growing up that we forget the growth process
and believes that by altering the development would be a tasteless fruit or rots before
maturity: "Childhood has its own ways of thinking, being and feeling. "
There is a conflict of principles, developed by Angel Espinar (2003) in which
representations are reflected on the role and participation that prevail in the adult world and
those of their children and adolescents. Which of them recognize us? (See Table No. 1)
Table N° 1
REPRESENTATIONS OF
THE CHILD PARTICIPATION
From the adult world
* The “not-yets”. Incapacity to participate
* Assigned actions: Adults make decisions
for children
* Participation as a right to think, organize
and make decisions.
From children experiences
* Express ideas, feelings and opinions:
to learn, to develop
* To do activities, help and support
* Knowledge of rights and duties: to
think, organize and decide
* Capacity to decide: to act our of
conviction, not by obligation
II. Violence in schools:
In to stay?
Students don‟t keep only books, pencils and notebook
s in their backpacks…
they have empty spaces with no love
but full of rage, grudge and frustration
that aren‟t going to fill by memorizing information
Oscar Misle
What is the meaning school violence?
Analyzing the phenomenon of school violence requires an overview from the violence that
affects children and adolescents. It is part of a broad concept, i.e. not limited to physical
aggression and direct, but covers any act that violates or seeks to undermine the physical
and emotional safety of children and adolescents. The for-rather than violence can take are
manifold.
The Organization of the United Nations has recognized the magnitude of the various forms
of violence against children and violence has been defined for this sector of the population
as "... the deliberate use of force or physical power, real or as of threat, which has, or may
result in, injury, psychological damage, poor growth, deprivation or death "3.
To complement the above definition, violence is understood as "... a complex,
multidimensional, and that due to numerous factors, psychological, biological, economic,
social and cultural rights. The phenomena that accompany cross to violent behavior,
constantly, the boundaries between individual, family, community and society. At the same
time, violence has consequences that span several areas: individual, family, community and
social.
The multidimensional nature of violence itself generates different manifestations of the
same or different types of violence, which have specific when it comes to children and
adolescents who live or who have suffered and as outlined subsequently has different facets
and degrees of intensity".
_________________________________________________________________________
3
Study about Violence against children and adolescents carried out by the General Secretary of the UN.
http://www.unicef.org/spanish/media/media_27277.html in: "Violence in Latin America: Epidemiology and Costs." Interamerican Bank of Development.
Londoño, Gaviria y Guerrero Editors. 2000. Assault to the development. Violence in Latin America.
4
Percolates like water through every corner
Violence is present in all areas where children develop and adolescents: the home and
family spaces institutionalization and community streets, work spaces and, of course,
schools and the school environment.
It takes various forms: from the cruelest, defined as crimes and socially sentenced to the
most mundane and daily accepted as normal forms of relationship.
These various forms of violence are also different forms of impact on the life of society.
The experts in the field agree that socialization in violent environments, will inevitably
impact on the adult tend to relate too and play violently authoritarian relationships.
Violence breeds intolerance, and triggers the search for solutions on their own, dramatically
affecting the country's institutional life.
Violence profoundly affects the school environment, reduces the performance of the
students and faculty, deteriorating relationships, impact on school dropout and expulsion
generates invaluable impact on the lives of children and adolescents express health
problems, socialization, emotional and cognitive.
Violence breeds violence; in later periods of their lives, children who have been victims of
violence are more likely to be themselves victims or perpetrators of violence. Violence
perpetuates poverty, illiteracy and early mortality. The physical scars, emotional and
psychological violence rob the boy or girl the chance to reach their full potential.
According to the study of Violence at the UN school violence is defined as that occurring in
the field of formal spaces of education (colleges and schools) and affects mainly the
students but also to other actors in the school: teachers, directors and representatives.
Morillo (2008) highlights a fundamental component that is also on school violence and
measures aimed at causing damage to installations and objects (vandalism).
The concept we have on violence will be crucial to identify it and be able to classify violent
acts.
or conflicts that were previously not considered as such were addressed or ignored
otherwise. Society today is not the same for many years, the presence of many events and
consequences in society is not equal, hence can not be held rigid schemes without
considering the context, social networks, which had the students and what is the situation at
the present time.
What can not be at issue is that the vision of violence can not be reduced to those made
notorious, bloody, that when we "explode in your face" pose a sequel stories, cases, victims
who for months, years, managed and strengthened the impunity, inaction and complicity.
"Violence at school can be explicitly vandalism or fights or silent strokes, threats, use of
drugs and weapons, but the truth is there is no culture of impunity complaint and then
generates more violence. In the schools there records of these cases and are taken into
account in school planning, so that neither teachers nor managers know how to deal with,
"said José Javier Pellicer, professor Integral Education at the University of East Nueva
Esparta core 5.
It is essential that from the local area, each community identify and analyze the different
forms of violence present in their environment for what may be considered by a
representative of the educational community as an unacceptable aggression to another may
be "kids stuff ".
Violence without boundaries
In the school setting are seen in various forms of violence, both among peer groups and
between teachers and students. These contexts are usually considered safe areas, until
recently, and advocated that children should stay in school to keep them away from
violence.
And research figures available (no matter how poor they are) and the stories of their own
children and adolescents, suggest that several risk factors associated with violence, as well
as mechanisms from different intensity and subtlety are present in variable inside the
campuses. That is, the violence is not "far" or the "environs" of educational institutions but
also within itself.
_________________________________________________________________________
5
El Sol de Margarita (Nueva Esparta), digital edition, 26/02 - Crisleida Porras; taken from de Reseña Agencia Pana Year 5 Nº 1071 – 2/26/09.
Violence, with its many faces, is present in schools and other educational settings.
Unfortunately we are not talking about a phenomenon limited to certain schools in certain
geographical areas or urban areas. We are talking about a phenomenon in schools in our
country, not distinguishing between public and private, social background or beliefs of its
members. This phenomenon goes even beyond borders to include in the same educational
centers all over the world, cultures and countries without making distinctions between
levels of development.
The school is also an area that has grown the exposure of children to violence, reporting
numerous cases in Latin America, where the children are armed or have seen or been
assaulted inside of it by other peers or by their teachers (De Roux, 1994, Cardia 1997b).
According to a recent study by the United States, 20% of all high school students in all
public schools would get a knife or firearm "with intent to use it to defend itself if
necessary" (Rojas Marcos, 1996) 6.
Reputation spread, and charge the bloody massacres in U.S. schools, Germany, Japan,
China, Finland, in which between five and thirty victims (mostly students) were killed by
the actions of firearms.
The Study of Violence United Nations says many schools in the world are not enough safe
places because:
a.
Significant adults, principals, teachers, and employees apply and humiliating
punishment, sexual and gender violence and harassment. Notes that in many countries have
not been explicitly prohibited corporal punishment in schools and even in those which have
been banned, remains a pattern of uneven enforcement.
b.
Peer harassment is a common practice of violence in schools. Many children
survive daily assaults, offenses and insults brought about by other children in a systematic
manner, leaving serious sequels; and prevents the proper development of his personality.
The report warns that these practices are not usually regarded as problems for adults who
refuse to denounce and attack them.
_________________________________________________________________________
6
Study of violence against Venezuelan children and adolescents. Report for the independent expert in the Secretary of the UN, Center for Peace and
Human Rights UCV and Cecodap, March 2005, p. 9.
III. Bite wounds and no antidote
I noticed that Witness, my dog,
had a wound in his head.
I decided to cure him and
surprisingly he bit me.
I yelled at him angry and threw
with a lot of rage the healing ointment tube.
When I calmed down
I understood that it wasn‟t Witness who assaulted me,
it was his wound that bit me.
Oscar Misle
Are we born violent?
We all now have some form or other emotional wounds that hurt and fester when things
happen that you remember or take afloat episodes of aggression that were stored in the
"black box" of the unconscious.
Garcia (2007) defines two different positions among the multiple interpretations of the
origins of violence:
a.
Those who think it is something inherent to the human race and education gets
sometimes tame.
b.
Those who believe that human beings are by nature peaceful and good and it is
society that turns into violent beings.
Lorenz out among the authors who believe that aggression and violence are innate
behaviors are essential to its survival and continuity of the species.
Montagu is based on anthropological studies to challenge the thesis of Lorenz to prove
the existence of peaceful villages invalidating the idea that violence is written into the
genetic code.
Bandura and Walters (1974) in Social Learning Theory suggest that aggressive behavior
is learned through the modeling, observing and imitating other person acting as models.
The fact is that these two positions are held in tension between those who are giving
weight to biological and physiological reasons for the behavior of children, and those
who bet on the influence of the medium and the areas of socialization of children as core
transmitters of violent behavior.
We agree with Van Riller (1977) in its definition of violence is not synonymous with
aggression, the latter is part of human behavior is not negative in itself but as positive and
necessary force to physical and psychological self-affirmation of the individual or group
(cp Jares, 1999).
The origin of hate
Miller (2001) says that when you tell a child to humiliation and abuse he receives are for
their own good, he conveys a belief that can last a lifetime. Repeated this form of
"correction" and also harmed their children. Be convinced that what they are doing is
right.
What about the anger and pain he had to suppress in his childhood and adolescence, when
he received aggression and had to accept that deal as a "just and necessary corrective?
Miller adds that evil is recreated in each generation. The newborn, regardless of their
predispositions, he feels the urge to destroy life, but who wants to be cared for and
protected, loved and feel loved. When these needs are not met, and instead the girl or boy
is attacked, it will have laid the groundwork for you to feel that aggression is valid in
even necessary to get others to do what they think is right, "I hit because I love you "and
the child follows: if the most important people in my life, whom I love (father, mother,
grandmother, uncles ...) hit and insult me because" I love "then attack is not bad.
An empty desk
No one can deny the concern in many schools to ensure "academic excellence." This
makes the main character is cognitive development. The cognitive took all the classroom
desks and the desk of social and emotional aspects was empty.
However, boys and girls in the backpack of your life, not just carry books, notebooks,
pencils ... You are probably full of grief, anger and fears of attacks received, frustration ...
and should enter the room stripped of these feelings and emotions because "the school is
going to learn".
Juan (12 years) lost her mother, a breast cancer that metastasized and deteriorated so that
only survived 2 years. A week later John became very sad and quiet at school. His
behavior was hostile when anyone tried to get close to him. I referred to "the adviser"
who said before the meeting with the child: "We can not be manipulated by the situation
he is living."
Being consistent with his words when she had John sitting in front, he said, "Look millet,
you must study to make your mother happy in heaven. I'm sure will be very sad if you
upload your notes." Imagine the face of John, in addition to their grief, anger, fear ... the
blame to "unhappy with her mom in heaven" for having lowered school performance.
Situations like John’s, in which conflict, divorce, diseases affecting children and
adolescents make that affect school performance. A bit like the economy when inflation
rises and the currency is devalued, the emotional effects they feel, not macro, but every
day when leaving the slaughter with empty pockets.
Something similar is happening at school, behind the disinterest, lack of motivation,
"laziness" of the students there are situations masked, repressed, with infected wounds
because it detracts from the attention required in these circumstances.
On one occasion of sadness and anger, they had no choice, because of the overwhelming
heat, so they bathe together in a small pond. The anger, angry, restless, explosive ... not
stand being with sadness. Of a single pulse out of the lake, got dressed and left. The
sadness that can not stand being alone, driven by fear and the feeling of neglect left the
pond and when he went to clothe noted that anger, in his rage and confusion, was put on
his clothes. Since then the rage goes through the world dressed in sadness and sorrow
with anger.
Isn’t there a deep pain disguised under the violent behavior of students?
Emotions that change clothes
To Alcocer (2009), humans transform into rage our primary feelings of worry, fatigue,
guilt, disappointment, rejection, injustice, shock, uncertainty or confusion. Rarely
considered rabies occur in the first place. This is often the feeling that follows another.
It is essential to understand that behind the anger of a child (which usually is associated
with negative behavior), there is always another feeling that we feel but do not always
see.
He adds that the expression of anger may have different degrees. One of them, the
maximum is the tantrum. Much has been written on this subject and each professional has
a particular focus on how to act now.
Although temper tantrums usually come motivated by facts that can be up to inconsistent,
we must be clear that a tantrum is an expression of extreme frustration. What the child's
tantrum is telling us is:
"I lost all control over my emotions and my self, negative feelings have taken over me
and I can not handle"
An example can be useful: George is in full tantrum. Is completely overwhelmed by a
situation that can not handle (being tired, hungry and no longer stand being in the
classroom, but his own emotion prevents him decide what he wants out, eat and rest.
This creates in him a very intense feelings of frustration, coupled with the tiredness and
annoyance, it overflows. At the very moment you feel well, receives from his teacher a
lecture, accompanied by insults, complaints and a "do not have recess."
So immediately, it will generate a series of new feelings in addition to those it already
had:
-Feels bad because of his/her behaviour
-Frustation for not being understood
-Resent for the lack of understanding of the teacher
- Incapable of responding the agression he/she just received
-Afraid to be further punished.
Result: More negative feelings that before.
It is possible that the punishment has stopped his tantrum, but he has done out of fear.
The feelings that this punishment has generated remain within the child or the child.
Maybe now they can not speak, but they will later, in different ways (or same).
Alcocer emphasizes that for this reason, in a tantrum, the punishment is in the shape you
have, maybe it is effective in the short term, but totally ineffective as an educational
measure.
The most useful way to handle tantrums is any that includes:
-An understanding of the deep feelings of the child.
-The accompaniment, either staying at his side, being available.
-"The reception, when the child was able to overcome it and come to us for comfort
Information, by educators, the limits should gradually internalize our child to express
feelings:
a) with certain people: those who are able to understand what is going on b) in certain
times c) in certain places. And besides:
-"Remember our changes: perhaps we are no longer remember those two years, from that
moment that we stop being babies to be boys or girls, but surely we can all remember
when we cease to be girls or boys to be sissies or little men, or the moment we cease to
be men and women to become men and women-parent mothers.
Something was back then, something lost in processing. Who does not remember that
feeling of endless nostalgia for what will not? Who has not felt alone and lost,
overwhelmed to try new experiences? "Excited and confused by premiering aspects of
oneself (self university worker ego, the ego boyfriend / girlfriend)? Who has not wept
bitterly for what once was and that which is held after?
If we consider these feelings can be closer to the hearts of our children and adolescents.
The pedagogy of tenderness
Pedagogical practices, the institutional projects, curricular priorities are prioritizing what
you need to know, do ... is go to the child or adolescent as a large head, feet and hands.
Affections, feelings, the subjective, have no value and as such, are banished.
Restrepo (1994) defines it bluntly: "Tenderness is a right that must be rescued from the
realm of the intimate and private to be the subject of public debate" (cited in Medina,
2005).
It is therefore vital to rescue this pedagogy of tenderness without sounding a bit cheesy or
something light, no one can assess the integrity and life of another congener, but values
his own, but has an experience of being and feeling loved and accepted . No one can
force the students live together and, you can create the space for encounter and discovery
of self, on the other.
Well defined by the Movimiento Fe y Alegría to raise the Pedagogy of Love as the deal
allows
the
heart
to
get
to
the
right.
The
path
is
another.
There is no worst blind…
As we have seen, behind school violence, there are other triggers that make it a
multifactorial and complex phenomenon, therefore it will be seen and attributed causes,
depending on "the lens of the beholder."
The Network for Human Rights of Children and Adolescents (2006) reflects this reality:
“Principals and teachers point out that school violence is due to
demotivation, dissatisfaction and rejection towards the conditions and
dynamic of the educational process, the missed handling of feelings
and emotions, absence of teachers, family conflicts, drug use, bands
fighting over power.
The students point out that their violent behavior is due to:
-
Deficiencies in infrastructure and staffing
Discriminatory treatment from teachers and principals.
Autocracy
Discipline misconception
Boring and pedagogically unsound teaching methods
Poor recreation
Influence of the media
Absence of orientation and guide from teachers
Drug use”.
The causes may be exogenous (generated from outside the school) or endogenous (from
the actors, methodology, internal policies).
Abundant literature and reflections on the effect that the relations of the triad family school - community plays as an enabling factor or regulator of school violence.
When the different actors involved become aware and decide to act, despite the
difficulties, you begin to see results. Much has to do with the desire to decipher what
schools Rodríguez (2007) called the hidden curriculum in which violence is secret or no
adult was considered as a serious problem, we discard the rights and care of victims and
tends to minimize the consequences.
It may be petty offenses to serious relationships or manual with the use of weapons,
vandalism, school violence against students (symbolic violence or breach of dialogue),
and even endanger the lives of others.
She added that whatever form, has consequences whose effects can not be appreciated at
the time: it sets up an inconsistency between the violent environment and educational
activity, it affects the work of the faculty, it may prejudice the relations between people
of the educational community , parents feel poor response to concerns about the violence
and teachers begin to distrust the commitment of management to prevent, reduce and
intervene with appropriate programs in school violence.
School violence is fed by the lack of action. The fact of not being recognized by the
authorities, principals, teachers, communities and students themselves, makes for a
purpose "snowball grows until it becomes a phenomenon difficult to control and
overwhelming effect. If there is no ability to respond to conflicts that are presented, not
even the most simple everyday be validating and legitimizing violence as conflict
resolution mechanism.
"Among the factors that can lead to violence are brought disciplinary action, acts of
aggression between pupils, students and teachers, graffiti, physical damage to school very
explicit rules of organization, lack of human and material resources, low salaries of
faculty and administration , lack of dialogue between the people who make the school
environment, lack of communication between families and school "
Vernacular school violence
There are no current records on the scope of the problem in our country, nor is there
consensus on the definition and categorization of the phenomenon. What is certain is that
more and more common knowledge of cases where violence is present within the vicinity
of schools or educational venues.
In a context where violence has become a way of relationship and their presence has
become naturalized in various areas of society, it stands to reason that schools are
embedded in this dynamic and do not constitute bubbles regardless of what happened in
our communities, institutions, media, country.
It could also affect having more information on the rights of children and adolescents and
for the students, teachers, families, communities can be identified as violence situations
previously considered themselves of educational work.
_________________________________________________________________________
7
Corresponds to an investigation of the UNESCO carried out in Brazil; but it could perfectly be adapted to any of our countries, quoted in: Violence
against children and adolescents. Report from Latin America within del World Study of the UN, p. 51)
What if you can not do is "burying its head in the sand." Should thoroughly analyze the
phenomenon in order to find solutions. If mobilization occurs only when there are cases
of assault that seriously injured the integrity of a student, even to their death, can not get
a serious and systemic approach to the problem.
These cases represent the "tip of the iceberg" transcends by their seriousness, but make it
invisible at many more cases of violence that victimize children and adolescents.
Some authorities insist that these cases were isolated incidents, but at work we have held
for years in the field of rights of children and adolescents that it is difficult in a meeting
with a group of children and adolescents in or outside the field of education, does not
result in addressing a situation of violence or threat to their safety.
It's the same experience that occurs in the case of a meeting or training activity with a
group of teachers. Regardless of the reason that it has called strictly linked to the
pedagogical or curricular, provided the monster rears its head. “It is a must in the
working meetings of any actor's child protection system and teens, be it municipal
defense,
education,
counselor
or
protective
rights.
All roads lead to...
The experience with families, educational community representatives also indicated that
all roads lead to...
The empirical from the above statement could lead to the conclusion that the character of
the professional environment where we live, by the professional and personal interest, is
a natural subject in the circles in which we live.
Press reports whose main education and violence news, regularly refer to:
"Student Unrest
-School Living
"School Violence - Aggression between students within schools
-Physical abuse by school teachers
-Theft of educational institutions
In recent months, several national authorities have addressed the issue, acknowledging its
existence, capacity, and the importance of taking action to address it. The Ministry of
People's Power for Interior Relations and Justice reports a 25% (compared to 2008) and
the announcement of a plan to combat school violence. Similarly, the Ombudsman
expressed the concern of the court presiding over the negative consequences generated by
this phenomenon and also announced measures to seek to provide tools and teachers and
students.
There is no violence in my school!!!
According to the study of the right to education conducted under the project "Human
Rights Watch" (2003) 9 in its pilot phase Cañicito community, district of Caracas, there
is some tendency for representatives and managers of educational institutions not to
recognize the existence of violence within the campuses, identifying it only peripherally
to them.
However, there are multiple stories of teens surveyed (in the same community. See Chart
No. 1), which account for episodes of violence among peers in high schools, impacting
relevant to their exclusion and expulsion end of the formal education system. Thus, the
phenomenon has been repeatedly called "dropout" is closely related to dynamics of
violence that ultimately excluded from the school settings and adolescents.
_________________________________________________________________________
8 MIJ: Plan against school violence will be undertaken, Ultimas Noticias, May 1st 2009, p. 24. School defenders will stop violence, La Voz de la
Defensoría, RNV, 3/27/09
9 Initiative promoted by the Center for Peace and Human Rights Universidad Central de Venezuela.
Chart Nº1
Main problems of adolescents in high school
The lack of violence in schools is not something that can be generalized as evidenced by
a recent study by the Center Gumilla (2009) 10 in two crowded areas of Caracas. The
perceptions of teachers and students are matched to recognize the violence present in
their centers.
7 in 10 students say they have made violent acts on their roster, as will be seen in Chart 2
teachers perceive the same intensity.
Chart Nº 2
BETWEEN INSULTS AND BLOWS
__________________________________________________________________________________________________________________________
Machado, J. Y Guerra, J. School Violence, Monitoring of Participation and Social Affairs, Foundation Centro Gumilla. Sample covered 826
students (7th to 9th class) and 716 teachers from Catia and Petare.
10
Voices of children and adolescents
Not only teachers and families express concern about the issue. In a country consultation
to children and adolescents, the issue that concerns us took third place in the preferences,
as shown in Table No. 2:
Table Nº 2
To the elected president we propose priority actions for Children
and Adolescents
Education
1. To create, restore and equip schools nationwide including
attention to children and adolescents with disabilities.
2. To improve the educational quality through the permanent
training of teachers in order to strengthen the political, cultural
and social knowledge of the students.
3. Promote a non-violent education through coexistence and
school discipline.
4. To guarantee the participation of children and adolescents in
decision-making with schools and high schools.
Here are some of the episodes of violence in school contexts reported by adolescents:
"Currently I don´t study because I don‟t have any time for that.
Would you like to continue studying?
Yes, to beat and be something more to life then. I studied until ninth grade because I had
problems and retired.
What kind of problems?
Vandal problems, you know...
_________________________________________________________________________
11
Children and adolescents We vote with our voice (2006). In this consult 1.247 children y adolescents participated (158 children from 4 to 6 years
old, 481 from 7 to 11 and 605 adolescents from 12 to 17 years old) from 12 states in the country. This initiative was promoted by Cecodap in
coordination with a net of social organizers, Venezuela. 12 Center for Peace and Human Rights Universidad Central de Venezuela (2004):
Observatory for Human Rights, A young perspective. UCV, Caracas; quoted in Study about violence against Venezuelan children and adolescents:
Report to independent expert of the Secretary of the UN, Centro for Peace and Human Rights. UCV y Cecodap
Vandalism: Problems of students against students, violent problems. When you attend a
highschool and you have problems with somebody, with some guy for different reasons,
maybe because you looked at him, because you‟re troubble, because you looked at his
girl, then the problems beginn and in the end one of the two has to leave the school. Yo
can‟t let them bring you down, so you have to domminate and then teachers see you as a
bad influence (…) The main reason why I droped out of school was because they didn‟t
accept me anymore, I had to repeat the year again and they din‟t have anymore room for
that.
And you couldn’t repeat the year in that school?
Well, they don‟t take repeaters, well not so much as repeaters but as bad influences and I
was a very bad influence because I couldn‟t let other guys bring me down. That‟s why
they didn‟t accept me (…) (Gustavo, 17 years old)
“Right now I‟m not studying because I didn‟t wanted to do it anymore… I studied until
the thrid year and then I dropped out because I hat troubble (…) My problem in
highschool was with a girl and a guy. She was his girlfriend and he thought she and I
wanted to get together. Then I dropped out because he was a bad ass and I wasn‟t… If
someone takes it on you then you have to go or be meaner (…)
Do I wanna go back to school? Sure because even though I didn‟t like my school at all I
still
wanna
get
my
diploma”
(Ender,
17
years
old)
Power assymetries
In the stories was also possible to identify the presence of weapons and firearms used in
educational institutions for dealing with conflict, particularly among peer groups. The
possession of a firearm empowers and is the mechanism through which "imposes" the
"respect", changing at times asymmetrical power relations that aim again at the discretion
of children and adolescents more than young adults.
“One of the problems I had in high schools was because the older students wanted to
humiliate the younger ones. We were playing basketball before them and afterwards they
came to pull us out of the court but I told them “we were here before you were”. They
wanted to kick my shinbone.
I told this wasn‟t the end of it. I went to my uncle‟s and asked him to lend my his gun. At
first he said no but after I explained myself he gave him. I went to school where the guy
was and pull out the gun, I humiliated him, told him to learn to respect minors. Then I put
the gun away and he became a bootlicker but I didn‟t pay any attention”. (Dillinger, 15
years old, observer of Human Rights).
Under the authoritarian scheme, young people also identify scenes of violence in the
relationship established between students and teachers. Thus, some children and
adolescents in the focus groups raised the tendency of some teachers to emphasize, and
even deepen, the distance between the focus on strengthening the asymmetry of power,
which tries to be restored by the students based and on the criterion of equality but also
mechanisms using violence. Some of the most illustrative stories arise about:
“You can see violence in schools too. I think teachers are part of the problem, wherever
there are teachers wanting to rule the students. I think we are all alike because teachers
must learn from students as well as students must learn from teachers. There has to be a
balance. (Elibersi, 14 years old)
“But in the end teachers were also students once, they were adolescents so they can‟t
pretend they never talked back at their teachers”. (Maria, 16 years old)
The prevalence of the traditional school, highly jerarquiaza to which children and
adolescents represent subjects incomplete, formative stage, they will receive the wisdom
and knowledge and not collectively construct, restricts the possibilities of creative,
constructive and adolescents in relation to this that looks like this remote and poorly
articulated with the daily tasks with their daily lives.
The distance between the teacher, knowledgeable and possess the truth, about the
students and severely limits the construction of more horizontal relations and proximity
between the two groups. The situation is exacerbated when the power asymmetry is
present in the school context, this time also impacted, as has happened in many other
environments, the political situation.
Thus, adolescents reported situations in which political party preference of the teachers in
relation to the political choice of parents or representatives influences the development
and treatment received by the student from the first.
The fact is associated with violent situations because, once again, a group of participants
takes the idea of "discharge" of the tensions and pressures (in this case political) in adult
violently upon them.
IV. Bullying: Violence with
a joking mask
You feel bad. At least if,
someone is messing with me all the time in school,
I don‟t want to go to school, I go reluctant
I don‟t pay attention to the teacher or to anything else,
I just wanna go home the minute I get there (F, 16, Baruta).
Violence on uniform
School violence is usually associated with adults, teachers and people who assault
students maladaptive, or people, adults, young people who come from outside the center
to attack the students and pupils, but many times it costs to see comrades who like
commonly perpetrated violence.
Olweus (1993) studied the phenomenon from Norway and achieved significant progress
in defining what can be known as bullying, harassment, school violence, bullying
(Anglo-Saxon term). The author defines it: A student is a victim of bullying when
repeatedly exposed over time to negative actions by one or more other partners. Olweus
himself continued his contributions and many others have contributed (and contribute it
is remarkable the amount of work on the subject.)
Cecodap promoted discussion of the phenomenon of the relationship between teenagers
from different schools in Caracas to identify behaviors from their perceptions as physical
or psychological violence, later supplemented by the development of a investigación13.
From this work we can identify a colloquial term, used by children and adolescents to
denote pleasantry interactions and camaraderie among equals, "chalequeo."
Jokes are ok but not so harsh!!!
There is a general acceptance that "take a joke" is a natural part of our way of relating,
our culture and humor is healthy. Then the concept built on the basis of the ideas and
proposals and interviewed:
Jokes or teasing fun and friendly, in horizontal relationships, which are made in
confidence and with the agreement of the other not are to make you feel bad or assault,
where everyone can share the laughter, are short, repeated once or twice, will be
disconnected if the other shows discomfort or feel ill, are made with the consent of the
other, usually in small group and not carried out on aspects that can not be changed,
conflicting, controversial or sensitive nor looking for a profit against which occurs
chalequeo group.
_________________________________________________________________________
13
Sosnowski, Elena. School pranks explained by children and adolescents: Distance between school pranks, harassment and discrimination. Investigation
report.
Harrasing jokes
In the same way, children and adolescents defined "border" for the chalequeo to become
harassment or discrimination:
(See Table Nº3)
Table Nº3
Differences between the school prank types, established by
children and adolescents
Soft or respectful jokes
Strong and discriminatory jokes
(harassment)
There is an agreement for the jokes
There is no agreement for the jokes
There is trust for the jokes
There is no trust for the jokes
It happens a couple of times about the same anecdote or
moment
It happens frequently
It doesn’t turn on the same person for a long
It turns on the same person for a long time
time
It appears on the context "I’m kidding"
It doesn’t appear on the context "I’m
with the person who’s messing with me
kidding" with the person who’s messing with me
No mention of unpleasant things about family
Mention of unpleasant things about family
It doesn’t refer to personality
It refers to personality
You joke about things that can change
You joke about things that cannot change
It stops if it bothers the other person
It doesn’t stop if it bothers the other person
It can be funny
It can be verbal and psychological abuse
In small groups
In big groups
The purpose is to joke around
The purpose is to hurt and assault the other person
It’s mutual, the doer accepts to be his/her
It isn’t mutual, the doer doesn’t accept to be
Friends’ punch line and vice versa*
his/her friends’ punch line
There are generally no insults involved*
There can be insults involved
* These assumptions and contradictions are part of the notions that will be modified during the development process of
the individual.
Harassment as a consequence of jape
14
51% / as interviewees made contributions on the consequences of chalequeo, ranging
mainly from inhibition and isolation to the exclusion and death, distributed in 206
different references to the consequences of heavy chalequeo or harassment, as set out by
the 51% of the participants, 8% of the total group of 7-10 years and 11-14 years were
unable to answer. The answers were organized into categories around the type of
consequence mentioned (see Table 4).
_________________________________________________________________________
14 Sample covered 86 femenine children and adolescents and 104 males distribuid in three groups according to age: 7-10 years old, 55 participants, 11-14
years old, 65 participants and 15-17 years old, 70 participants. There were 8 schools: 2 private, 3 public, 1 public with private management and 2 community
schools as well as students out of school context from 4 private schools with private management and several public highschools. The participants come from
the five municipalities of Caracas: Baruta, 23,68% Chacao, 13,15% El Hatillo, 17,89% Libertador 26,31% and Sucre, 68 18,97 %.
Table Nº 4
Violence
37%
Fights, mistreatment, conflicts with classmates or
with society, death, physical damage to the
institution.
Isolation and rejection
19%
To be little intelligent in front of others, no talking,
losing friends, isolation, wanting to drop out of
school, lower grades
Negative feelings
15%
To feel bad, to feel frustrated, to be inhibited or
change the personality
Sickness
15%
Bulimia or anorexia, low self-esteem, depression,
trauma, psychological problems; physical
complexes.
Punitive consequences for
the doers
4%
Punishment for the doers (there is no reference for
the consequences for the doers)
Depends on the joked
person
3%:
Depends on the resistance of the joked person; if
he/she stands the jape, if he/she is used to it
Depends on the type of joke
2%
If it is strong, frequent or mean
Depends on the day of the
joke
2%
If the person is having a bad day, if he/she has
personal issues
It does have consequences
but no specific ones
2%
Serious consequences are
just for some people
1%
There is an idea that is not so important when few
people are affected
It has positive consequences
1%
It’s good for the mood, people want to be happy so
they learn who to joke with friends
Don’t know what the
consequences would be
8%
They know that there are consequences but can’t
identify what those would be
There are no consequences
41%
There is no knowledge of the consequences
When we compare the analysis of gender effects, we see important differences:
Consequences of jokes
Female
Male
Fights
27%
46%
Frustration, inhibition
22%
10%
Exclusion, rejection
27%
13%
These results indicate a totally different perception of the consequences of the
phenomenon in women and men, it is clear that everyone speaks from experience, where
there are cultural differences in gender patterns, sensitivity to the feelings and physical
violence, the latter as a factor that plays a special way to men, due to the cultural
construction of masculinity based on competitive factors, strength and superiority.
By age group who is more consequential is the group of 11 to 14 years of age, while the
15 to 17 years, is less fighting and more health problems, mental and physical.
Exclusion and isolation: Are the jokes to blame?
Some think that it is "look for the five-legged cat" and that these relationships have
existed for all time, are typical of human nature and the evolutionary development of
children, so we should not make too much attention. However, in some selected
testimonials below, you will find a "normal" may have important consequences for the
lives of children and adolescents.
Because of mean jokes many people do not participate in class, wishing to leave school,
they feel the obligatory in school becomes a torture:
You feel bad. At least if, someone is messing with me all the time in school, I don‟t want
to go to school, I go reluctant, don‟t pay attention to the teacher or to anything else, I just
wanna go home the minute I get there (F, 16, Baruta).
There is a classmate who other students call X. It makes me angry; just because x did
something like that, now they mess with her all the time. … Really, nobody, no body,
really wants to seat with her, everybody leaves her out, sometimes she doesn‟t want to go
to school but since she doesn‟t want to give them the pleasure of seeing her down, she
pretends she doesn‟t care but she feels terrible (F, 14, Baruta).
I have friends and acquaintances who want to leave school because they can‟t take the
pranks anymore and there comes a time when you just get tired no matter how much you
bear. Until I can end up in worse cases, e.g., not ever wanting to study again just because
you feel people is going to take it up on you every day. Sometimes it might not be the
case. Psychologically, you can be depressed; no one likes to be the punch line (F, 14,
Baruta).
They stop being good students just because they think they are the punch line and they
also stop participating for fear of being messed with (F, 16, Sucre).
Low self-esteem. Here in school, the person won‟t want to come anymore because he/she
will feel renegade. Self-esteem. Not wanting to come to school anymore. In 8th grade
people picked up on a boy who was with us and in the end he had to go. Besides of the
fact that no one would accept him. The thing is he had a very different attitude from ours;
he was very calmed and spoke funny, so every one messed with him and, because funny
things would always happen to him people would mock him. It think he didn‟t want to
come anymore and he just left. He wasn‟t accepted. We didn‟t treat him right.
She was very passive, I offered her some punches, she didn‟t do anything but feeling
bad, she didn‟t come to school anymore. The time she came, people knew who she was,
they looked like intellectuals, so normal, and I say that‟s crazy. I won‟t start making
drawings out there and say that you are a giraffe because you are very tall. It hadn‟t
been long before we started to interrelate. They did… we respected it. I don‟t know what
her parents did. It was kept like in TV, if it‟s not good you keep quiet about it and you
couldn‟t cover the truth with one finger. I would have demanded for them to be expelled
for a month. Everybody who saw her laughed at her. What should they have done? They
should have called their parents. Maybe it would be no good but at least their parents
would know what kind of children they have. I think they should have demanded a
meeting with the parents and all the affected ones (F, 16, Libertador).
Emotional toxic mean jokes
Some interviewees mean school jokes notice the consequences of mental health and
physical health of their peers. Long stories are told of painful situations that have become
mental or physical illness. Here it is worth recalling the case referred by the counselor
about a girl who stopped speaking for six years at school (at home if he speaks his native
language) is presumed because they mocked her accent in preschool, a situation that
school with an individualized daily work did change.
In a very particular way, they mention jokes that are related to weight, especially to
women: calling women fat, fat, fat, in this stage they really believe it and start losing
wait, they become bulimic, anorexic (M, 15, Libertador).
Yes, of course. There is nothing you can do against jokes. For instance, someone that is
poor, he/she can‟t do anything about it, they get frustrated, and that‟s bad. Me for
example, I don‟t joke about those things, I joke about things you do not the way you are.
… Because she is like that, se dresses different and they mess with her when she reads
„cause she reads kinda funny (M, 14, Sucre).
Yes, because when you make fun of something physical, that person is always going to
feel bad about it. I have this and that defect and anything will bring it ou (M, 17,
Libertador).
They can lower their grades. We had a case of a girl
They can lower their grades. We had a case of a girl who made a draw of herself
comparing her characteristics to another girl‟s photo. She felt so bad that this year they
had to take her to a psychologist; it became a trauma for her and she lowered her grades
over night (F, 16, Libertador).
It can lower people‟s self esteem, which is the main problem. Then the person feels not
only excluded but he/she has to change his/her image. That should never be the case
because you have to accept who you are, whether other people like it or not. You can
change for better as long as you don‟t do it to satisfy others. If you are a good person,
you won‟t change just because others tell you to (M, 16, Libertador).
In a long term that can generate depression, it can be externalized through sickness and
other things, constant jokes with a mean intention. You feel sad because you feel
excluded from that group. I do know a case like that. Because of his personality, he didn‟t
talk to people, he didn‟t coexisted.
But, you know, a friend and I, we have been helping to make him communicate to others
and gather with the rest of the group and now he has shown a real change. There are still
jokes around but not as bad as before.
Now he is even getting some tests done because he used to be sick all the time, things like
that; It seems like he has a principle of x but they told him it could be externalization,
because he is so hermetic he doesn‟t tell anybody.
But it‟s different, we joke about it and he jokes back but when it is outside the group he
feels bad. It isn‟t easy after all these years. But he has taken a great step. His answers
are the same but what he needed was to adapt to the rest of the group he was with since
primary school. But he is a closed person, an X, you could say. I used to be called that
too but in the end you have to learn to adapt to everything otherwise you will feel lonely
your entire life.
We have to live in society. That is what he has been taught. In a matter of school work, he
might not team up with everyone; maybe he chooses me or the other guy. He also has to
make an effort but maybe he was too closed, had no communication with his classmates. He
has to be sociable (M, 16, Libertador).
Jokes that kill
Jokes linking to death in a vulnerable stage, or in family or episodic structural
vulnerability is a very disturbing remark which indicates the risk incurred with the jokes.
Some of the comments reflect not a speculation, but references to cases close to / as
interviewees or anecdotes which form part of college. In one of the schools visited, cites
the case of a deceased student, and female students have very present because the
reported number.
If jokes are too cruel, especially by someone you don‟t even know it would be hateful.
Here it is the case of a girl who was always joked and bothered by everyone but no one
knew it affected her, she kept it all inside, she became bulimic and died. She went to the
bathroom and stayed there (F, 15, Libertador). (Death occurred at her home and
sometime after leaving school).
You can feel very bad. You can think about everything. If it is too frequent, if she‟s told
something from the first grade until now she could even kill. That‟s what I think, because
the year before last a friend of a cousin of mine was always teased and then the boy even
thought about killing himself. But that was there in X (interior city). He was called “ugly
sewer” or “black sewer” or something like that. It was harsh (F, 13, Libertador).
For example the massacre that occurred in Virginia Tech. That was a North Korean who
was always bothered by his classmates. He had such low self esteem and so many
psychological problems that he faced his classmates, murdered them and then killed
himself as well as some teachers who saw what happened (the jokes) and never
intervened (M, 14, Libertador)
Yes, it‟s worth it because there have been deaths due to mean jokes. I knew a guy up in
the Observatory, he was joking with another guy and then the guy said “well, shoot me if
you want”. He went to get his gun and shot him several times. Just because of a joke.
They were kidding regularly. They were like 20 or 22 years old (M, 14, Libertador)
I do to others what I want for me?
The rule is to make each other I want for myself: children and adolescents are in the
process of learning social skills and contribute to school life their own modes of family
relationship, so, bring some aggressive patterns others, for various reasons, such as
leading a life of over-or few social interactions at home and outside it, are not able to stop
these aggressions.
Interpersonal relationships and skills that meet or not to deploy in these relationships,
aggressive, moderate or peaceful, just relationships may arise or relationships of
dominance and submission, they have the power to make you happy or sad children and
adolescents with consequences for all life, where individuals may feel discriminated
against in society.
A specialist on school life reads as follows:
The young boy/girl gets used to dominating others; he/she learns to measure his/her acts
with a fix rule because self critical capacity is not a natural or present process, and their
perception of symmetry and social reciprocity gets blurry and ambiguous.
The boy/girl starts having relations of prepotency and excessive domain, especially if
there is also a social link to other that accepts submission, it starts putting in danger the
link of reciprocity, which is the indicator that there are going to be wrong interpersonal
relations and surely immediate problems with violence or school mistreatment15.
_________________________________________________________________________
15
Ortega R., y cols (1998) School coexistance: what it is and how to approach it. Educative Program for Prevention of Mistreat among Classmates. p. 32
For those who do not fight back, chalequeo can mark the sign of the abuse and who mock
and mistreat others with impunity. The presence and institutional control of the school, as
the first site that formally welcomes the child and the child after the family institution,
can make training subjects in trust or not social justice or grow with the feeling of
mastery of stronger, with perverse consequences in civic education which leave the
participation, decision making and subjected to the strongest, not necessarily the most
fair. The consequences of rejection at school that pointed to / as interviewees are exactly
the same point Asher and Coie, 1990 cp Fuentes, 1999:
a) Neglect of the education system early. Children who are rejected by their peers are
three times more likely to leave school earlier than other children. Conflicts show
interaction in the classroom and at recess, try not to go to school and have lower grades.
Being rejected by peers, not having friends and having no academic motivation make
school an unpleasant place where the child refuses to go because they feel accepted and
do not value school.
b) The danger of engaging in risky situations during adolescence than children who are
not rejected, this is particularly important for those rejected by aggressive.
c) The impact on mental health. "The rejection based on the isolation, anxiety and
social inhibition produce child internalized forms of disorders like depression and
loneliness"
Can not be overlooked either problems that are generated in an institution when there are
situations of aggression. Justice of the institutions has an impact on citizens and moral
development of individuals. So it was with Ortega (1998):
The bad habits, the insults, provocation to start a fight, the fight itself, the intimidation
and, in general, the behavior of social abuse among students, even towards teachers, it‟s
a problem that has always existed, although until very recently we hadn‟t been very
sensitive about its importance and its consequences. Society has been too tolerant
towards behavior and attitudes stronger than those who have deployed to occupy a place
of submission to that power, without considering a concrete fact.
_________________________________________________________________________
16
Fuentes, Ma. Jesús (1999) Groups, interactions and friendship in childhood and adolescence. Affective social development. López, F., Etxebarria, I.
Ortiz, Ma. José y Fuentes, Ma. Jesús, pp. 151-178
These phenomena are coherent with an authoritarian discipline also based on the law of
the most powerful. The transition from an authoritarian discipline, democratic and
participatory style, you can create specific conflicts as a result of the apparent lack of
pattern, but at the end of the process, if it has been consistent, it is normal that when a
new model of coexistence exclude violence and abuse (p. 35).
The longing for a Paradise without conflicts
Workshops on school life some teachers are expressed as true believers of a new school,
where the act of educating longer be exercised with so many conditions and where the
student has good behavior and values, a cherished aspiration of the earthly paradise.
The conflict is inherent to human, natural and inevitable. Rather than eliminate the
conflict, the question is creatively and constructively regulate a non-violent, as it is an
energy and an opportunity for change.
In any conflict situation, is this a triangle. In one corner there is a situation or fact, on the
other link between those involved in this situation, and the third point about feelings or
emotions. Let's illustrate with an example: Juan Pedro hides the backpack (the backpack
is hiding the fact or situation) is friends with Juan Pedro (Link: are friends), Juan
becomes disenchanted and sad (disappointment and sadness are feelings and emotions). If
Pedro is not a friend of John or do not know, the feeling would be different. The problem
of conflict resolution strategies that school is usually the aim is to address the fact, to
restore the damage, but not to restore the link.
The "ideal school", part of a vision "virginal" in which all agree, nobody disputes and
students accept without question the orientations contained in the staff and management.
Violence is not synonymous with conflict, although in many cases and situations posed
by members of educational communities overlapped.
Correctly (Romero 2008) calls attention to violence should not be confused with
discipline. The discipline is related to pedagogical practice in the institutional framework.
They are obstacles or conflicts with the task of teaching, with the use of space and time,
with institutional rules ... can alter teaching relationships, classroom climate, teachers'
work,
but
in
no
way
be
considered
violence.
What school living are we referring to?
17
Darin and Gómez (2000) have pointed out that there are two ways to live with the people
around us: the coexistence and coexistence. "When we just get together to others, but we
do not care about their problems and work with them, we live not simply coexist with
others. In contrast, when we help others we help ourselves and others when we respect
their respecting others views and ours, then I really live with others "(Darin, M. and
Gomez. M. 2000, p. 47).
_________________________________________________________________________
17
See Trapani y Saraiba, How to design a School disciplinary regulation? (2008) Cecodap, Unicef.
Donoso Sereno (2005) notes that the quality of living is the responsibility of all members
of the educational community, without exception.
To Hernández Prados (2007) live means to live with others on the basis of a certain social
relations and codes assessed in the framework of a particular social context. Recognizes
that school life is not only a requirement, or minimum condition without which it would
be possible to carry out the educational act, but also constitutes an educational purpose.
Therefore, school life, inspired by democratic values and principles, is one of the
fundamental pillars of the educational process of children and adolescents.
V. Violence on the screens
We must use new technologie
s and not let them use us
Carolina González, 14 years old
“Virtual sex”
The Internet and all information resources to socialize, recreate and connect instantly and
invaluable scope: cell phones with digital cameras, social networks, videosjuegos .... part
of the culture of children and adolescents. Its effects, both positive and negative, are
present in schools requiring address a topic that was alien to us for years.
In late 2006, a news liked a lot the attention of a number of media in our country.
Recording reported having sex teens explicit that were recorded by cell, presumably
within schools. Images that took DVD formats to be sold through the informal trade in
the busiest streets of the Capital Region.
Once word spread, state officials began work to seizure of pornographic material for
investigation and identification of those responsible
In 2007, it became known "a flurry" of cases involving the sexual exploitation of children
and adolescents, through pornography networks in various states.
Some of these cases, shook public opinion and showed a high level of organization in the
networks engaged in these illegal activities. Similarly, the quantities of seized videos and
projections that the authorities do indicate that it would be a business that moves
significant amounts of money.
In March 2007 the State Council of Child and Adolescent Falcón State, reported that "...
students from four public and private schools (...) have participated in sexual activities that
have been recorded through the use of mobile cellular and videos were then posted on
Internet sites. " In addition, it was learned that these videos were sold freely by the
hawkers.
_________________________________________________________________________
18
Martínez Osiris. Investigate taping of child pornography in four high schools in Falcón. 07.03.07.
Known cases of schools where it has used the image, pictures (real or edited) that are
distributed by e-mail, Internet, social networks like Facebook, seriously affecting the
image of the involved (student or teacher).
Spaces have been created to disseminate confidential information about colleagues or
classmates, denigrate, intimate photos ...
In 2008 he witnessed the proliferation of fights among students, dressed in their uniforms
and badges that can recognize the name of the campus to which they belong, recorded
and
uploaded
onto
the
Internet.
The allure of the forbidden
The first reaction of the population was demanding a ban on cellphones in schools, place
filters on computers ... Something like "get off the couch" so the girl does get pregnant.
We know the charm that has all the forbidden, and more on adolescents. Children do not
escape this reality. The best filter is the information and training.
The topic of the Internet, with its wonderful charm, advantages in access to information
and communication has been imposed on our culture and way of life. The parents,
families, adults in general are going deeper into a world that contrasts with its history and
training.
The children and adolescents, "navigate and fish in water" in a virtual space that is close
and proper. Every day we see scenes where our boys were literate and we explain the
basic functions to perform relatively simple or complex, related to the computer,
programs, and navigation that highlights a technology gap.
A generation that is not afraid to step on a button, scan, discard and make another choice
without fear that the team spoil or make a mistake which demonstrate our ignorance.
These comparative advantages of the new generations are exposed to the dangers lurking
on the Internet, strangers that are present when none have been invited.
This phenomenon is becoming more visible. By no coincidence, the Convention on the
Rights of the Child, do not play the full extent of the elements of this new reality are
more about social media, printed materials, videos, computer games. Hence the
supplementary regulations have been developed specifically referring to the issue of
protection of computer pornography and other risks.
That happens to others
Many of these risks that we sound like fiction, exaggeration of any person, information,
until we play up close. In the press appears a case that uncovers an international child
pornography network with tentacles in our country and we understand that they are closer
than we think, because just do not know the full potential offered by the medium and
belittle the ability of our children to regard. "What they do is check sites to complete their
tasks."
An interesting study conducted in five European countries (Denmark, Iceland, Ireland,
Norway and Sweden) shows what children do online and what parents believe hacen19.
The study contextualizes the penetration of the Internet on children and adolescents in
these countries is high (1 in 3 children have their own PC) or facilities to connect, and the
early start in using the Internet. Ente favorite activities noted: 58% used games, 49% use
email, and 43% download music.
The results of survey on children and adolescents and their parents, shows obvious
differences on the number of applications that the boys make the Internet and what their
parents think they do. There is an understatement, especially in terms of content and
interactivity socializing court (exchange of emails, chat, instant messaging, downloading
music and programs)
_________________________________________________________________________
19 Larson, Karin. Children´s On line Life - and GAT parents believe: A survey in five Countries, Gotemborg University, Suecia, 2003.
The main concern of parents and mothers have to do with the possibility of contacting
pornographic material and sexual content. 24% of parents surveyed believe that their
children have access to that material. 44% of children and adolescents surveyed had
contact, accidental or on purpose, visiting pornographic web sites or sexual content. Of
course the percentage is higher among adolescents.
3 out of 10 respondents, more girls than boys received unwanted messages with sexual
content,
and
that
usually
do
not
tell
their
parents
about
it.
I don’t allow them to get on line
We can not have them tucked in a closet. They have the right to be informed and,
moreover, must be prepared and mature to live in this society.
Do not think that is a solution to remove access the issue is resolved. They have ways to
connect in the street tenements.
Law does it all
The state must assume its responsibility for developing policy concerns and see to be met
to ensure effective protection of children and adolescents. Hence the importance of the
same suit our times and not times in which they lived legislators, or technicians to write.
But we must avoid the tendency in our ideas that we have a very specific rule, strict, and
solve the problem. The rules must be accompanied by effective measures, policies that
can make real. Families need to know that cyber cafes, information centers, information
centers,
educational
institutions
will
take
reserves
required.
Family always
Again we must insist that the family, representatives or guardians have an effective role
in protecting our children and adolescents. Who can be sure what they do at home? What
information they have access? Who do they communicate? Do you use protective filters
for inappropriate information? "We talked to them about such issues?
This is going to drive the necessary protection while simultaneously promoting the
formation of our children and adolescents and the adults who have a duty to guide and
train.
Screens that bleed
The media sometimes become teachers with antennas, such as television, violent
situations presented as normal or glorifying violence, including violence against children
and adolescents, humiliation and downgrading others .... There is a range of offerings in
print and broadcast media, TV shows, movies and video games. The Internet also
stimulates the production, distribution and use of materials that show sexual violence
against children.
Voices of Children and Adolescents
In order to understand and identify from the perspective of children and adolescents
where are the areas to address the use of new technologies in Venezuela, was carried out
investigation.20 on the uses, advantages and dangers of Internet use.
_________________________________________________________________________
20
"Internet: Ventajas y Riesgos para niños, niñas y adolescentes", Agencia PANA, CECODAP y UNICEF. Fueron consultados 300 NNA de condiciones
económicas muy diversas de los Municipios Baruta, Chacao, Libertador y Sucre, distribuidos en tres grupos: 7 a 10 años, 11 a 14 años y 15 a 17 años. 2006.
Main results Where do children and adolescents get access to Internet?
What do children and adolescents do when they surf on the Internet?
At a Cyber:
Where do they use it?
At home:
At info centers:
When do children and adolescents use the internet?
Explicit sex in uniform
These videos with images of teenagers, having explicit sex with their school uniforms,
created a stir in the population. Families began to express concern because very soon the
videos began to be broadcast by the cell and the students. This kind of feeling began to
manifest the teachers, educators and managers from different schools in the country.
In a training activity held in Cecodap, one of the teenagers said: "This is nothing new in
my high school, what happens is that now with cell phones that things are disseminated
and known throughout the world.
Children and adolescents have access to technologies that allow information of any kind,
without restrictions of any kind, requiring only Internet access to navigate and explore the
unimaginable.
On the other hand, cellphones are increasingly versatile, with more features that let you
record videos and send text messages, sounds, images that can expand and reach every
corner of the country and with the help of Internet, the world.
Adolescence in the spotlight
Many public statements relate to the adolescents as "potentially dangerous things."
Adolescence is a stage in human evolutionary process in which there are biological,
emotional, sexual, which makes the interests and needs to be transformed. The curiosity for
the forbidden, the search for new situations, make the adolescent vulnerable to temptations
or suggestions related to sexuality, especially if you are not informed or adequately trained.
A double standard?
We are immersed in social contradictions that make this period of life becomes very
complex. We live in a society increasingly eroticized. Is evident in the way of dressing,
dancing, advertising. On the other hand, sexuality remains a taboo subject that can not talk
in families, schools and other socializing events in their daily living children and
adolescents, who in turn represent nearly half of the total population country.
Main risks
There are people who use the Internet for illegal activities, promoting violence, hate speech,
sexual exploitation, pornography of children and adolescents, promoting trade and
trafficking in human beings. Many of them are taking advantage of anonymity, are false,
say they have a sex or age is not real to deceive the victims.
Therefore cybercriminals are called because they use the network to affect others (as) and
commit crimes. Access to content online sexual solicitation identified as something daring
or inappropriate, is classified as negative and unpleasant for most children and adolescents
who have interviewed. In several cases there is a misuse of the chat because children and
teens
talk
to
strangers
with
open
webcam.
Violence in cyberspace
Muir (2005) describes the violence connected to the Internet and new technologies include:
a. The production, distribution and use of materials that show sexual abuse of children and
adolescents.
b. The inducement or "preparation" online (to earn the trust of the child or adolescent to
take a situation where they may be harmed.
c. Exposure to harmful material, illegal or inappropriate for the age of the child or
adolescent.
d. Harassment and intimidation, including bullying.
The most vulnerable ones
The risk is present in all social classes and situations because new technologies are present
in the various fields. Even children and adolescents who do not use, do not have Internet
access, phones, may be affected because their image can be used to promote pornography,
sexual exploitation ...
Muir (2005) highlights some factors that may contribute to some children or adolescents
are more exposed:
* Living in economic or social situations very difficult.
* Have suffered sexual abuse or exploitation
* Are alone or feel isolated from their parents, families, other people
* Have low self esteem, do not value themselves, and protect themselves
* Be a girl or a teenager, although an increasing number of children and adolescent boys
whose
images
are
used
for
pornography.
The allure of video games
There is a great value of video games and online games, played mainly by men, where they
refer socializing team experiences very enjoyable, stimulating, giving well-being, joy,
happiness, associated with the area of security and friendship of the cybercafe.
However, some of the games used both at home and in public places are not listed for the
ages of the players and players because of violence or sexual content, these games are
obtained in informal retail spaces located on public roads mass transit, often without
appropriate documentation and alongside adults-only material, unwrapped and explicit sex
on the cover, in violation of the published articles LOPNNA.
VI. RIGHTS TO LIVE, SUPPRESS OR ASSAULT?
"And one of the students…told me that before,
she didn‟t speak a word and laughing she told
me that the problem was that now she just couldn‟t shut up.
And she told me she loved her teacher, she reeeeeeeeally loved him,
‟cause he had taught her not to be scared of being wrong"
Eduardo Galeano.
The more rights the more violence?
In simplistic approaches, in our view, responsibility is attributed to "a scapegoat" means the
rights of children. Everything worked fine until someone invented the legal issue.
In the following discussion we worship a precursor of this new vision of boy and girl, as
people, individuals with rights and those visionary men and women came not from the
world of law but in the field of education.
We have today, "old ideas that still walk in shorts" because there was not even remotely the
Convention on the Rights of the Child, even the Declaration of the Rights of the Child, less
LOPNNA, or at least approach the rights of children or integral protection, when
distinguished pedagogues advocated ideas that pointed to this route. In fact, Canevaro
(Alfieri, 1976) refers to educational and contradictory that it is talking about "New School"
when referring to proposals and findings, with more than a century old, remain innovative
and creating resistance.
Examples of this can be Rousseau, who in the middle of the eighteenth century, he charges
with "Emilio" (1762) against a useless education and emasculating to not recognize the
child, valuing it only as an adult and treat him as such. We know that his ideas were widely
reported in distinguished educators like Pestalozzi, Simon Rodriguez, to name a few.
Although at that time there was talk of recognizing the child as a social subject and
the right to develop one's personality.
Already in the early twentieth century, Maria Montessori opened the Children's House,
which emphasizes respect for the development of each child, to adapt the furniture and
bathrooms the size and height of the smallest and develops principle of "self-education"
with a battery of educational games to develop motor skills, sensory and cognitive still used
today and are a must in the classroom. There was no talk of interest of the child, or the
right to play in those days.
John Dewey (1957) puts the idea of education for the action to the education rooted in the
instruction, the child learns by doing and discovering that "school is not preparation for life,
but life itself, purified, in school child must learn to live, "putting his methodology in
teamwork. Children as subjects of rights, citizen rights and responsibilities are not on the
horizon.
For his part, who began his work Freinet school in 1920, noted the desertion and lack of
girls and rural children at her school. Guided by the various actors reading Rousseau and
Pestalozzi, he began to record what he called the attention of children and everything away
to the students attending the school located in a popular sector: time rigid rows, government
programs, and other show's organizers. Hence was born the "pedagogy of work" and the
movement "New School." There was no talk at that time the right of association,
communication, freedom of speech, or of an education for life.
Decroly (1965), creator of the active method developed by the Centers of Interest, says,
"Are not two absurd to make school for life inside a military base lifeless, inert things
teaching? Is not it folly to pretend to favor the development of capacities of the child and
sentenced him to the immobility and silence during the best hours of day and the most
beautiful years of existence? ". No one imagined that the right to participation and freedom
of choice and decision would be enshrined.
How ignoring the contributions of Piaget and Vygotsky, who with other development
fundamentals contributed to design the elements of the development of children and
adolescents, and promote it. Piaget demonstrates the ability of children to organize their
experiences, as opposed to traditional pedagogy that considered the child as a "blank."
Vygotsky postulated that provided a structure allowed the learning environment, support
the child and both have enough space to allow for self-organization. In the legal sector had
not developed the principle of capacity building or capacity gradually evolving so
important today in the integral protection.
It is also impossible to ignore the work of John Bosco in industrial revolution, who was
raised working with children and adolescents excluded, exploited and treated as waste that
nobody wanted and everyone feared, a situation identical to that currently have many of our
children and adolescents. From the deep conviction that had the potential possessed by each
human being, pushed his oratorios and craft schools, at a time when there was no talk of
rehabilitation, educational or social programs that nobody may be discriminated
against for any reason.
In our region, specifically in our country, Simón Rodríguez provided a natural communion
between education and work, in which new citizens become involved breaking the false
dilemma of intellectual education versus an instruction to the workers (Prieto, 1984).
Thus one can follow a sequence of all the innovations in one way or another "moved the
story of his time, considering the method of classroom projects, work units, school
cooperatives, student governments and even, his experience our country with the creation
of the Republics School and the contribution it made in its implementation Bethlehem San
Juan. No one envisioned that children and adolescents may have political rights to
assemble, associate, elect their representatives to make decisions about events that affect
them.
It is true that each and every one of the authors mentioned were pioneers and gave
appropriate responses to their contexts. Today, it could move all the aspects raised by them
out of context and even so there will be many elements that might criticize, but nobody can
deny that they had to "swim upstream" and be criticized by his contemporaries as
"madams."
In women and men, in many others not mentioned in this paper and thousands of educators
should see the contribution to capture a vision of respect and protection of the dignity and
potential of childhood and adolescence.
More recently, UNESCO to see the twenty-first century education stands on four pillars:
learning to know, learning to do, Learning to Live, Learning to ser. An education based on
a single pillar, of knowing, not a bastion of integral prevention.
_________________________________________________________________________
21 Delors, J. La educación encierra un tesoro. Informe a la UNESCO de la Comisión Internacional sobre la educación para el siglo XXI.
They did not fall from heaven
All of these positions in both the education and development done in the classroom,
although not explicitly mention the rights of children, leading up to the Convention on the
Rights of the Child and of course the LOPNNA, and any proposal relating to a rights
approach consider the child as a social actor in relation to their environment and
community as an autonomous, that must be seen as a whole, whose rights are
interdependent, indivisible and to be progressive exercise according to their ability, level
development, cultural environment.
Is thus evident that if in any discipline there is a history to understand the principles of
comprehensive protection is education, and can not be that they "fell from the sky" because
many of the principles on which rights are based children are the result of a historical
process, with input from various progressive thinkers, fed with the principles of other
disciplines and with the addition of social pressures. "Keep in mind that laws and policies
do not create rights, but simply recognize them" (Cussianovich, 2003)
Hammarberg (1998), former president of the Child Rights Committee reaffirms that many
educators around the world have cultivated the passion for a child-centered education, long
before the adoption of the Convention.
So is education today an act of creation and growth for those involved in it? Or on the
contrary it becomes an exercise routine and consuming? Experience has shown that where
there is creation, debate, develop the identity and capacity to cope with the vicissitudes that
have
life,
including
violence.
Above all human, people and citizens
Children and adolescents are human beings that makes them equal, but they are also people,
a condition that makes them different, but they are citizens, therefore enjoy the same rights
and guarantees. So that their citizenship should be possible to blur the idea of legal
instruments for the promotion and protection of the rights of children and adolescents are a
legion of "Frankenstein."
These legal resources, legal, respond to demand universal processes that seek to answer it
to millions of children and adolescents whose rights were - and unfortunately still are,
being violated.
Thus emerged the International Convention on the Rights of the Child, a treaty on Human
Rights. Although the notion of children's rights does not start with the Convention, because
since 1958, we have the Declaration of the Rights of the Child, this topic does not acquire a
real meaning (which still are in the process of digesting) until Convention creates indeed a
"before and after" both as regards the role of child and adolescent in society and in their
relationship with significant adults (parents, families, teachers, community).
As expressed Geidenmark (2005), the Convention is the first treaty on human rights asserts
explicitly, the civil rights of all women and children at all times. Not only in certain events
or developments.
"The International Convention on the Rights of the Child and the Law for the Protection of
Children and Adolescents (LOPNNA) containing the doctrine of integral protection have
been the social imagination and social practice-starting for its legal principles, new
considering ways and interact with children and adolescents, which faces thousands of
years of social development and adult-male-centrist centrist. This has led to the initiation of
a process of deconstruction and construction of social representations to be given within
families, schools, places of residence (in rural and urban) in the media, in universities in the
areas of public policy exercise. "(González, 2006)
Rights and duties, do they embrace?
It should make an effort from the field of education, to "translate" the principles of the
Doctrine of Integral Protection children as subjects of rights, equality, participation, best
interests and fundamental role of the family-a "codes" and methodological proposals raised
by the new (and not so new) trends for renewal of the teaching-learning process, which also
presents a review of the roles traditionally stone made and the dynamism which involves
reviewing methodologies that only promote one-way transfer of information from a sender
to a passive recipient. From this perspective alone we will prosecute, punish and exclude.
Similarly, from the world of protection (defenders of the child and adolescent safety tips,
advice of rights) is to make efforts to "land" philosophical principles and practical tools that
enable him "flesh and spirit" general principles, highly "leguleyizados" and far from the
daily lives of our children, adolescents, families and teachers.
We must make an effort to overcome visions "protectionist" to justify a priori behavior of
children and adolescents who do not contribute to the development of a culture of respect
and promote the common good. How do we move toward a collective, not individualistic?
Not enough to dictate measures to ensure individual rights, especially when they do not
measure their extent and do not become proposals that positively impact the collective.
Rights vs. duties
The polarization rights versus responsibilities has been eroded. The children, adolescents
and Protection System actors flying the first, while educators appeal to the latter. It is
sometimes suggested that the Convention does not give sufficient importance to the
responsibilities of children and "... children need to learn that citizens' rights also involve
the exercise of responsibilities and by working in partnership with others - children and
adults, young people learn to exercise their responsibilities "(toffee, s / f).
_________________________________________________________________________
22
"We have to be aware to the development of a generation that is only interested in respecting their own rights without paying attention to their
environment.. The rights speech, in some cases tends to polarize, leading to a position "antiadulto" in the child. It was possible to show a non
negligible number of children (as), expressions that placed the only responsible adults and the violation of their rights. This view may hinder the
formation of children and adolescents really critical to their reality, able to identify the social roots of non-observance of their rights. "(Barrios, A, 102
Duarte, E. (1996).
González (2006), offers some clues to advance the discussion. This author says that if a law
is made requires that each person is recognized in him self, other people will recognize and
be recognized as legally and politically which is clear to recognize the conditions of human
beings, people and citizens' / os. He adds that this view of the realization of rights implies a
recognition of the integrity of the same, because the right is made up of about love,
POWERS AND DUTIES regarding the nature to which they refer: identity, health,
education, participation. He shows it with an example: a child to exercise their right to
participation, it's up to establish if you want, depending on what you want to do and finally,
if your will to do so. With which has powers to do so, as our capabilities, and the degree of
development of each and under what responsibilities (duties).
The relationship between the individual and the group is approached from above mentioned
pedagogical approaches-traditional or new, is still an open debate in education:
* My rights and group rights.
* My rights and the rights of the community educators
* The parameters for an adequate living for an appropriate penalty, proportionate and fair.
* The balance between the right to participation and the duty to protect (to educators,
parents).
a. The progressive realization of rights in line with the maturity, development:
All these are issues that require dialogue, debate, evaluation, research. We must develop
experiences that allow us to extract the best practices and lessons learned to not stick
around on ourselves, coming back again and again to mutual recriminations and think that
the only charge is the other.
There is no recipe for finding this balance but Paulo Freire, offers a good track to start this
process of revision of our attitudes as educators: "Teaching requires respect for the
knowledge of students. Teaching requires the embodiment of the words example. Teaching
demands respect for the autonomy of the learner. Teaching requires security, skills and
generosity. Teaching requires listening "(El Nacional, 2006).
To have rights means not meeting the standards?
The Convention on the Rights of the Child expressly provides in Article 28: "States parties
shall take all appropriate measures to ensure that school discipline is administered in a
manner compatible with human dignity and in conformity with this Convention."
It is significant that the Convention itself, which develops children's rights, recognizing that
school discipline is essential for the effective exercise of the right to education. Nothing to
do with a simplistic view that an education with a focus on children's rights is synonymous
with laissez faire or "viva la pepa" also banishes the idea that the word discipline is
contrary to an education that respects the rights of children.
The use (or misuse) of the Act to pressure those who think differently, have different
political positions, as a means of extortion or manipulation to impose arbitrary or
discretionary rules, in no way correspond to a human rights approach and comprehensive
protection rooted in the Convention on the Rights of the Child.
What is discipline compatible with human dignity?
Fernandez (1999) takes up the Latin root of the term (discere) which means "learning to be"
as opposed to our beliefs which is synonymous with reprimands, control, sermons ...
It is compatible with human dignity when:
a. Respect the rights of children and adolescents (not causing physical harm, psychological,
listen to your views, are allowed to defend themselves, express their arguments ..). Never
seeks to humiliate.
b. Has a pedagogical purpose, has a fundamental interest in promoting the growth of the
student, the educational act, forming the group of students. The goal is not to control,
strengthen a power struggle.
c. You have defined the rules of behavior, sanctions, mechanisms, bodies which operate in
each case. It is governed by a vision of justice and does not act depending on who they are
avoiding discretion.
Leon (1997) states that discipline today is synonymous with education, not punishment, it
should be noted that when he made the LOPNNA this approach had not been approved.
The principles of the law on school discipline, developed in Article 57 comply with the
principles and logic emanating from the Convention.
Buaiz (2007) analyzes why it is a myth that "the discipline prevents LOPNNA." He adds:
"... it is an ally in the appropriate corrective disciplinary violations committed at school."
A rights approach recognizes the importance of children and adolescents have a clear idea
of what the limits, the rules of the game, especially in an area of socialization as important
as school. What arises is to be a rational process, to help meet the goals of education. What
is at issue are the abuses arising from an arbitrary view.
_________________________________________________________________________
23
Se debe reiterar que es el Tratado que da origen al reconocimiento legal de los derechos de los niños, niñas y adolescentes
presentes en nuestro
104
ordenamiento jurídico.
Discipline: A very tight corset?
There is authority which is questioned, but authoritarianism. Comply does not violate rules,
by contrast, is a right of the child or adolescent know what the limits on learning of their
social life, its civic education.
We need to break the vision of the discipline as a corset inflexible rules and formalities
sclerotized turns the school into a correctional facility. Hence, some authors promote
cooling with positive discipline approaches, voluntary discipline, self-discipline rescuing
their educational background, conviction rather than imposition of civic responsibility.
At the same dimension that school discipline is, according to the Convention on the
protection of the subject (student) is another key component that is, to achieve the
objectives of education, referred to in Article 29 of the Convention (development of his
personality, instill respect for human rights, respect for parents, responsible life ...) will not
be possible without a proper school discipline. We can conclude that without the school
discipline or the student may not exercise the right to education and the right to education
of the collective.
How to ignore the cases of students who threaten their mates, facilities and threatening,
even with firearms, their teachers? "The influence trafficking and drug use is playing in
increasing violence? ... The law does not protect the violation of the rights of the
community, teachers and impunity, and who understand it or use it to protect anti-social
acts, in violation of the law.
With hands tied?
The children and teenagers today do not fit the profile and patterns for years. Many teachers
were prepared to work with the "children of yesterday," responding to another context, who
could impose certain types of boundaries. Many of the resources of containment used today
do not seem to result or has been seriously weakened its persuasiveness. As many teachers
feel "hands tied" do not know how to make and how to respond.
Sanchez et al (2006) conducted research in schools where they found larenses assault
behaviors by teachers (pulling of ears, hair, pull draft, shoves, scratches); contradicting
some people who think that "that was seen in the past. " In the same study found verbal
abuse (shouting obscenities, high voice, insults). Occur more commonly than physical.
Also typifies the psychological (threats, insults, comparisons, lack of standards,
authoritarianism, indifference, rejection).
Delgado and Rodriguez (2007) investigated in schools in Caracas on what actions are most
commonly done by teachers and violent behavior before reaching the following result:
There is a clear prevalence of the action to talk with students with a 58.78% vs. with a
23.83% to send to the address; 32.33% to quote the representative, to remove 19.06% and
27.67% class to place extra school duties. The research finds on the limited results of some
of the tools used.
The results of this study led its authors to recommend screening for and training of teachers
and adapt to current times, back to the educators lost authority, which is not authoritarian,
regaining its role as a social model positive reference.
Be (1999) conducted a survey in schools in Caracas and Miranda based on the records of
the classroom routine. The threats were the main tool used (suspension of recreational,
lower grade, sent to the address, expulsion from the classroom, copies ...).
New wine in old bottles?
New times, students and families with new realities, new perspectives on the rights of
children and adolescents (in accordance with the doctrine of Human Rights) requires an
update of the regulations governing academic life in order to be updated in In light of the
new reality and practice in schools, the provisions, procedures and tools to be socialized to
put it into practice to facilitate the educational process.
This is an issue that needs to be addressed, debated, since in practice there are many people
who do not know what to do. While the practice unfolds between extremes:
authoritarianism and indifference castrating irresponsible, is not going to make progress in
building tools, consistent with the principles and objectives of education pursued in the
XXI century.
Democratic education24
Authoritarian education
Democratic education is based on the
knowledge and dissemination of the truth
in the correspondence between knowledge and
reality. When you are educated you can
see different angles and perspectives of
things: the good, the bad, the changing, the
relative, the possible, etc.
Recognizes a single doctrine is oriented in
one direction. Those who teach take
infallible and perfect. Usually the methods
Democratic education shows a diverse and of
Are made to believe that only those who are
heterogeneous world despite having common
values, is not uniform. That goal of a plurality
the universe is essential for better
development of learning.
think and act as the rulers are good, and there
no options to that way of being or feeling but
deviations and errors
Freedom is another major constraint on fear
Authoritarian education does not allow for
democratic education. No one can learn
and appropriate knowledge are a victim of
retaliation when he wants to assume its truth
or practice or spread their ideas.
dissent or rebellion: it would constitute a
crime against the dictates of the privileged
class in power or the ruling elite. Limit the
creative power and imagination in man
i.e., the art and science itself.
Democratic education can find alternative
Authoritarian education is rigid. What you
options one can choose when they want. The
pillars of democracy, this element of
flexibility, conforms to the dynamics of
development in all its orders.
learn, never change, no options and results
can not be replaced by anything: not pose
challenges to the human mind
Democratic education develops intellectual
habits and skills as the critical and tolerance.
These habits conducive to the objective
analysis of any idea or phenomenon, and the
healthy interaction with the various groups of
different orientation to the majority
In authoritarian education there is no room
for criticism. Even, it is punishable, are
punished which are different in beliefs and
values to governing and have complete
control of power should not be tolerated and
often are branded a criminal and criminals.
Democratic education aims at the full and to
integral development of people. Is conducive
learning authentic, meaningful and
Authoritarian education is the transmission
of knowledge (instruction).
devised by scientists and justify it as
"historical truth"
permanent.
Democratic education fosters and develops
Authoritarian education is making a
the authenticity
mass - man.
_________________________________________________________________________
24
Montiel María. Quoted by compilation: "Authority and power in schools". Support Network fur Justice and Peace. November 2006.
VII. Educational community:
Is it educational? Is it a community?
My family life was a trampoline to my adult life
That trampoline has four fundamental pillars:
Love, values, rules and communication.
If these aren‟t solid no child could walk
through that trampoline without falling.
Jorge Bucay
From ideal to real family ...
When we speak of family is necessary to clarify what is the social representation we have.
We can fall into the must be and imagine the typical family, this coming Sunday on
television, in which father, mother, siblings and even the dog eat together, with a tablecloth
on the grass and a pot of tea.
Moreno (2009) has studied the Venezuelan family and make some contributions that are
worth analyzing. Peter tells us that it has no mother and siblings during their childhood.
Eight years old, a parent first contacted known and occasionally tangential in his life. Each
of his brothers has a different father. The only thing shared by all is the mother.
Moreno added that talking about family in Venezuela, is to talk to mothers and children.
Matricentric family ties because of all the sons and daughters are tied to the mother, single
center of life, affection, and coexistence.
It's a different family structure, humanly organized. Be described as unstructured, atypical
and dysfunctional, is to judge from the outside, from another idealized model, which is
universal is as if humanity had not existed or there was an enormous variety of family
forms and structures.
Moreno clarifies our structural violent offenders, those who from childhood have been built
well, very early show a lack of maternal care, which for them is experienced as suffering
from violence which then passed to a violence against others for consideration and
importance of an insatiable and taxes, which they call respect.
Moreno said the source is in the abandonment, not physical or material per se, but as human
significance, when the mother fails the affection, attention, the profound relationship with
the child as required by our culture, abandonment not supplied by anyone.
When the mother is insufficient experience of successful early life, the teen can get carried
away by the violent environment in which they live and the influence of the structural
violence of the same age and come to commit serious crimes.
_________________________________________________________________________
25 Moreno, Alejandro. Y vamos con la familia, 11/08/2009, El Nacional, A-9.
Does violence start at home?
At this stage of reading certainly continue to haunt us the feeling of helplessness of not
knowing how to teach without having to use physical and verbal aggression. What to do
and where to go when violence becomes a way of relating in the family, school,
community?
Do we feel that in our schools, training is uphill puts us how to behave aggressively in
children and adolescents? Is the origin of their aggressive behaviors in households where
no limits are put, are not clear or there are contradictions?. It is possible that in family
activities with the issue of boundaries and discipline is expressed in the difficulty of
requiring greater collaboration on chores, arrange time of arrival when they go to recreate
or fix a schedule to meet the responsibilities student for fear of becoming the bad guy
character.
The question arises: What to do and what to do when family conflicts become constant for
any reason there is an explosion in the school?
It is important to review the ways in which we interact, and especially how we understand
and live the discipline in our personal and social life.
In the workshops, forums, conferences, talks ... when we exercise to ask the participants to
raise their hands if they think a spanking on time is necessary and appropriate, two-thirds of
the closed room. They learned from their early years is necessary to correct the aggression.
As families and educators, indeed, in most cases, we did the best with what we have, but
we can do differently. We're not saying better, so that the blame does not make us a bad
move.
It is important to distinguish between physical and humiliating punishment of abuse.
Physical punishment
Intention: Correct, control or change the behavior of a child or adolescent.
Intensity: Do not let severe physical or psychological sequelae (spanking, belt, pinching,
pulling hair ...).
Abuse
Intention: Assault out of anger, vengeance, hate… (not to correct).
Intensity: Physical squeals (wounds, fractures, bruises, burns and loss of life).
What does the LOPNNA say?
"Article 32-A: All children and adolescents have the right to good treatment. This right
includes a non-violent upbringing, based on love, affection, mutual understanding,
mutual respect and solidarity.
The parents, representatives, managers, tutors, mentors, family members, and teachers
should use non-violent methods in breeding, training, education and correction of
children and adolescents. Accordingly, it prohibits any physical punishment or
humiliation. The state, with the active participation of society, must ensure policies,
programs and protection measures aimed at the abolition of all forms of physical and
humiliating punishment of children and adolescents.
Corporal punishment means the use of force, in exercise of the powers of raising or
education, with the intent to cause some degree of pain or discomfort in order to correct,
control or change the behavior of a child or teen, which does not constitute an offense.
Humiliating punishment means any offensive, denigrating, devaluing, stigmatizing or
mocking, made in exercise of the powers to raise or educate, to correct, control or
change the behavior of a child or adolescent, if not constitute a punishable act. "
Why do we hit them?
26
- It is considered appropriate and suitable
- So we were educated and so we learned.
- It is not known another way to deal with a difficult situation.
- We are struggling to control and accept their emotions.
What does humilliating physical punishment reveal?
"Couples who have a violent relationship, so do their daughters and sons. Children
harmed their friends, friends, pets, when they do what they and they consider correct.
We learn that:
* You can control others by threatening or hurting them.
* If our father, mother, grandmother or any family member hits us and says it does
because we want then paste is not bad. We learn that when we want someone to do what
we inconvenience. "I hit because I love him."
* It's okay for couples to beat and as adults to hit children.
* If they do it because I can not do myself. Learn from the example you give
* The way to vent frustration, express disapproval and assert authority is attacking
someone smaller and weaker
* Human relationships are based on force. The more you strike a child will be more
likely to be an adult who is related through force and abuse of power.
_________________________________________________________________________
26
Durán, V. Presentation in Coloquio How to educate without assaulting, Cecodap, 03/14/2009.
* In some cases, the buttocks can stimulate immature sexual feelings. Form a
connection between pain, humiliation and sexual arousal that endures for the rest of
their lives.
* Spanking teaches them that even their sexual areas are subject to the will of adults. It
is likely that the child who submits to a spanking on Monday, will not say "No" to a
molester on Tuesday.
Mild punishment with serious consequences
Deep in the buttocks is the sciatic nerve, a blow there, especially with a blunt object,
could cause bleeding in the muscles around the nerve, possibly causing damage to the
nerve in the leg disability.
In the hands there are ligaments, nerves, tendons and blood vessels that are very close to
the skin and has no protective subcutaneous tissue. Hitting on the hands is especially
dangerous for growing bones coverage. You can also generate fractures, dislocations
and lead to premature osteoarthritis.
The shaking can cause children to blindness, whiplash, brain damage and even death.
The new brain imaging and other experiments have shown that both physical
punishment and abuse in children can cause permanent damage to the neural structure
and function of the brain as it develops, because the brain of great plasticity and
vulnerability . Teicher (2002)
It is one reason why street gangs are formed and why they are so attractive to children
whose self-esteem has been ruined by the physical and humiliating punishment and
emotional neglect.
And female students who have behavior problems and more serious performance in
school are men and women who have been physically punished at home, and is likely to
expect the same treatment in their school.
Can internalize along with the beats, the message they convey: "You're worthless, I
reject you!" This belief influences personality, instilling hatred and self-devaluation,
which exposes it to addictions (alcohol, drugs ...) substances that promise instant relief
from feeling of worthlessness and rejection.
Glueck (1998) showed how the lack of control by parents to drive slowly, gently and
patiently to children, and always be ready to beat them resulting in aggressive children
and ready to the attack.
Psychological wounds
- A devalued image of themselves.
- It interferes with the learning process with cognitive, sensory and emotional.
- It goes against the use of reason. By ruling out dialogue and reflection. Undermines
the ability to understand the relationship between behavior and its consequences.
- It makes children feel lonely, sad and abandoned, decreasing confidence in the
company as a secure environment that protects them.
- It creates barriers to communication within the family, school ... and damages the
emotional ties.
- Teach children to relate love with violence.
- Stimulates the rage and, in some, the desire to run away from home.
- The strongest message, usually involuntary, transmitting the physical and humiliating
punishment the child is that violence is acceptable behavior and that is good that a
stronger person to use force to coerce a weaker one.
- The boys and girls subjected to punishment can express social interaction difficulties.
- It teaches children to cooperate with the authority, taught the rules or are met or
violated because they did not learn to be accountable for their actions, but inhibited
by fear of repression.
Feelings of the agressor family
- Anxiety and guilt, even though it is considered correct application of the punishment.
- Expands the violence in other contexts.
- It makes it difficult or impossible to communicate with children and deteriorating
family relationships.
- In the absence of alternative resources, appears a need to justify to himself and to
society.
To be and feel like a family in times of crisis
A significant number of families live the difficulty of reconciling work and family life.
Has conflicts to exercise authority to set limits because they feel guilty. They can not
devote time, are separated ... Move the upbringing and education of children to
grandparents.
In this reality grandparents have had to play an important role in raising their
grandchildren, but have the support and social recognition. Often fall into extremes,
they are "consenting" or sometimes very strict. For the same condition are not
understood by children and adolescents and at times they require more than what they
can do.
In the meetings say: "Is that my grandmother did for me, you forget everything." "It's a
manipulative, today and tomorrow dawns it complains that the bones hurt," seems to be
no need to yell to hear that we attend, "Repeat and repeat things, it is a nuisance" ... I do
not know that grandparents and grandmothers, by their age and developmental stage,
have a physical impairment, psychological, emotional changes. When a meeting at the
school are the grandparents who attend, however the final decisions are made by the
father and mother because they are heads of households, often without knowing what
the emotional situations that cross their children.
This makes the joint work-school family.
The teachers and state that if you have the support of the family, could complement the
educational work, and if not there the situation is complicated.
What family are we talking about?
With the theme of insecurity has increased the need for children overprotective. Giving
all they ask and more. No train for responsibility lies pandering or inappropriate
behavior.
But we can easily fall into the other end, as Piaget puts it: "An education can not consist
in not pure, but free education is not, is damaging." The family moves between
authoritarianism and permissiveness castrating accomplice.
The need arises to set limits that should be enforceable to develop mechanisms of self in
the child, consistent and clear.
Meece (2001 cp Francisco 2002) "states that the main cause of aggression appears to be
the relationship between parent and child. The aggressive child usually come from
families that are characterized by the following: stressful conditions, high levels of
punishment and physical abuse, discipline inefficient, poor parental guidance.
Signs to coexistence
In our work with children, adolescents and also adults, we asked: What are the traffic
signals? Reply: "To avoid colliding with others, to know where we can park, how fast
can we go to not to run over others when you have to stop for others to pass, such as
traffic lights, what precautions to take when landslides on the road ... analyze signals
allows us to make analogies identifying why the rules and boundaries are essential for
coexistence.
Limits or limitations?
According to Alcocer (2009) not to be confused with limited boundaries. Boundaries
provide security and allow us to grow with a frame of reference. The secret is to
encourage and allow, where possible, independence, decision making and the
expression of emotions ... while it shows our children and adolescents where there is the
emotional tone and behavior that enable better and grow in harmony with itself and its
environment.
He gives us some key words such as:
- Putting words to feelings and moments of crisis: storytelling, to put ourselves as an
example (when I was little like you ...) or talk directly and openly about what we think
is happening.
- Identify the crisis of the sons and daughters usually are also the parents, so it is
possible that a couple's crisis also stems from these years.
- The different views regarding the setting of limits, different personal tools for each
family member to deal with tantrums and different moods of children, etc., Are usually
cause for conflict or spoken and met, or "stay there" indirectly preventing our children
receive what they need to mature at this time.
-Be certain to exceed it. Relying on the ability of our children to overcome obstacles
(instead of staying stuck in their suffering) and let them know is an engine for selfesteem.
Limits: Everyone sees them through their own glasses
Following the vision and proposals Alcocer (2009), limits (those of both spoken and
nobody knows what they are) are nothing more than commonplace where my needs
with those of another. The space from which a healthy balance is broken, the framework
within which to contain our relationships with ourselves, with others and with the
environment around us.
That is, the boundaries do not always have to do with the strength, the authority or the
ability to say "no": they have to do with the ability to combine our needs with those of
our children by consensus.
Expectations are what we expect from our children and what we expect of ourselves as a
family.
Boundaries and expectations are two concepts that are closely linked, because our
expectations are the framework of our limits, defined.
As the needs and relationships are unique for each person and family. The so-called
"limits" must also be unique to each family (depend on the values of each family group,
their needs, their culture, their internal organization, its present and future projects and
personal expectations of each family member on children). We can not blithely take the
family next door (or the psychologist or the doctor on duty) because then we'll be living
the life of another.
Alcocer is assumed quite contrary to the theories they propose the "no" for an
educational panacea (they are generally concepts that invite us to consider that active
frustration, which means denying the child wishes intentionally, it is necessary and
encouraged to growth because that is what the child will encounter in life).
He sees it differently. Cree, in fact, what the child needs is to know how it is written, the
map of reality: in its concrete reality and the reality of the social context in which it
lives and develops.
Talk map because it seemed a good metaphor. In this map there are areas bordering
other, no borders. There are insurmountable and other geological obstacles that can be
saved only with assistance. There are different views, depending on the area in which
one is installed and the child is essential to know that map these coordinates to be able
to move safely around the world.
The map of reality also includes the relationships between people. Thus, the map of the
reality of the child, which we have to show and he has to be incorporated as it grows, is
the map of the relationships around you and the physical context in which these
relationships develop . This means that the child also needs to know how far to the other
and how far they can reach others with him.
His view of the matter is complex and sophisticated perhaps, because it claims that we
do not aim that our children know the limits (ie, who know the map by heart but without
leaving the site), but ultimately are able to identify for themselves where the boundaries
in life, they are able to manage their relationships with others figuring in each case until
they can go, they are able to stop when they have too much of something, which impose
restrictions when necessary. That are autonomous, they have discretion. Heed not what
they are told to do "because if", but to think for her or himself ... and succeeds.
For the child who grows with the "no" know well the frustration but will not know or
detect the nuances in the environment, or situations, for all its advances were censored
before.
Not knowing the map of reality in advance will be unable to take upon himself the task
of meeting. He is afraid of something new, because he learned that his desire to know
was illegal. It just goes as directed. Will come in handy in any case, having grown up in
frustration, because they lack the tools to handle person-les adequately in their personal
relationships with the environment throughout their life will have to deal with a lot.
The formula to rethink the limits is straightforward. Before returning to deny something,
it will be worth pausing to listen to what our child or teenager wants, and for a moment,
understand, identify with that desire, the child who we were. Understand it do not mean
a whole: means to accommodate their desire in our mind and identify with the reality of
it ("If I were a toddler would lead me jumping in that pool with a piece of cake in hand).
Only from this position can, in some cases, to rescue any aspect of this desire that it can
be done and what we show and our girls and boys.
It is for us to be those who go showing our children how to be adjusting their desires to
the possibilities offered by reality. Few times in life we can do "exactly" what we want,
but that does not mean we cannot make adjustments to just enjoy it.
The adult: Catalyst of violence?
The role of adults is essential. Your attitude can determine that a phenomenon of
violence is increased or attenuated. It is a fact that where there is appropriate
intervention, the students perceive and the adult as a key partner, which contributes to
lower levels of aggression, they feel more confident, whether he or she is looking to
discuss what is happening, affecting.
Similarly, the performance of the adult is crucial as a catalyst for violence. Indifference,
arrogance, disrespect ... used by teachers have the effect of "add fuel to the fire."
A great difficulty lies in the fact that teachers and educators are not trained to deal with
such problems, prevention, conflict resolution, mediation in schools, promoting
coexistence, participation ... are items outside the teacher education curriculum . Are
typical of any seminar, elective or workshop it was decided to make their own.
Assumed a responsibility that the Venezuelan State, in ratifying the Convention on the
Rights of the Child, was to amend all laws, resolutions, regulations that are appropriate
to the spirit and content of the same, but has not been adequate educational legislation it
pertains to rules of behavior, sanctions, and procedures.
Has been promoted from instances of the education system and the protection,
development of manuals on school, replacing school rules without formally define what
the actual difference (beyond the name change), at the same time has undertaken to train
all the staff members involved in the process to have the information and tools to realize
this right.
There is a debt to this topic. Universities and colleges, education authorities, teacher
unions, have their backs to the problem. Hoping that everyone "the arree as possible."
Another fact that deserves attention is that of teachers who are threatened by students,
parents or guardians. It generates a lot of anxiety, or it is not clear what to do and there
are institutions that choose not to report, so as not to set the name of the campus, leaving
the door open for impunity and repetition of facts.
Agreeing the rules of coexistence
No population can live properly but arrangements are established. A country needs a
Constitution that defines what form the base, who comprise it, the rights, duties and
guarantees of citizens, public authorities that compose it and how they settled the
conflicts that arise between their citizens, where they will go when you do not respect
the agreements laid down in this "great law of the country."
A school that works "without a definite law" will be at the mercy of chaos. It will be a
"no man's land where everyone will do what seems, each classroom will have its own
rules, each teacher implemented according to their own point of view, force or
punishment and sanctions will learn what can and Why not in every case or
circumstance.
What may be good for one, will not be for another. That is why, even without malicious
intent, conflicts of interests, views, beliefs that everyone has.
Promoting a culture of peace in the school required to have a great deal about the rules
in the middle. Thus, the Disciplinary Regulations and Student Handbook should be
erected for the school in what is the constitution for the country.
There are schools that have it and also face many difficulties in the interaction of its
members.
Experience we know that they have understood that the Regulation or Manual is:
* A formalism to comply with a legal mandate.
* A tool for managers to control women and students
* A document that comes out when you have to punish a student.
* A resources to defend themselves in cases of complaints from representatives,
supervisors.
If seen from the forms defined above is very likely that their effect is harmless.
Conceived and given birth by all and among all
A manual or regulation to promote coexistence must:
*Have been developed with the participation of everyone, each and everyone should
have been consulted and gave their opinion was taken into account (faculty, staff,
parents and representatives, students).
*Be known (to the extent that we participate in its preparation, review, update) is
legitimate and has a better chance of success.
* Suitable for human rights and laws. School for life as citizens, not school. Human
rights are universal, could be bad for children and adolescents with a relativistic view of
rights.
* Establish penalties, mechanisms and procedures for its implementation. You must
define not only what can and cannot do and what is the consequence, but how it applies
to is made operational and is just right and not arbitrarily.
We found a lot of apprehension to the participation of parents, representatives, and
much more, of the students themselves. Equates the possibility of their involvement
with a "populated preparing for a lynching." Experience has shown that, on the contrary,
and students can be very critical and self-critical about their actions and the
consequences of mismas27.
When does trouble start?
If you say one thing and does another. It was agreed something for the Manual, as a
formality, but is not willing to comply with it. Adults believe that we are beyond the law
... We, the students are very sensitive to the inconsistencies and incongruities of the
"trainers" who often say one thing and do another.
If it is participative, is it all set?
If you involve all stakeholders and all have much chance of success, "half the road is
gone" ... but not enough.
_________________________________________________________________________
27
A referential experience is consists on those of schools of the Caracas area, Fe y Alegría (Faith and Joy) that started a process of discussion, analysis
and construction in this matter since 1998.
We know very participatory process experiences, stimulating, but the result, the final
product, left gaps in key areas, then generate a bump when your application or agreed to
provisions that contradict with human rights principles or where all effort is focused on
developing the manual and it was thought that participation to get there, once produced
all the problems of coexistence is resolved, "by the grace" generating feelings of
frustration.
From the written discipline to the active one
The Handbook is a tool, a tool not a panacea for all ills. As a resource, should be used,
implemented, and integrated with life and school projects. Otherwise, following the
example we use, does it change a country for the development of a new Constitution?
Do you solve a social problem because they develop a law on it? We categorically say:
No.
If the public does not know the law, appropriates the same, you create the institutions,
has trained staff with proper procedures...
Corner (1993) makes a distinction between discipline and discipline of the role of doing.
The first is what is written on school projects, manuals, and the second is what is
actually done. Something like that and the fact, if there is no relationship between what
is written and what is actually done.
In the case of Manual quite the same: each and all stakeholders should be informed,
trained, a schedule to develop, with the respective officers, developing the tools
required, creating instances, procedures and regular monitoring for see what results are
being achieved and take means that are necessary to remedy the faults that occur.
We prefer to speak to each school must develop a Plan for the Promotion of Coexistence
Education, where the manual is one of the highlights and key resources, but we insist, is
not alone. The experiences can be varied according to each institution, to its dynamics
and to its number of students. There may be a Centre Plan and each section can have
yours.
Maybe in a classroom the problems that arise have to do with the nicknames that some
use as a way of discriminating against colleagues, while elsewhere in fights occur
between two groups. A diagnostic plan should include permanent or "thermometer
relationship" and the strategies used to address training in the subject, the
implementation of actions, by class, levels throughout the center for the prevention of
violence, promoting coexistence and culture of peace, creation and implementation of
instances per class, and central level will make up the Plan. It is a job every day and not
when the turbulence is presented.
Students... bystanders?
Another exercise that we often do when we work with adults (educators, families ...) is
to ask the group what that comes to mind when you hear the word child. Words come
quickly as naive, joy, spontaneity, warmth, play, innocence ... The only thing missing is
the wings of those "angels", but in what we ask of teenagers, the little angel wings will
fall off and leave you horns . The answer is: rebellion, aggression, confusion, silence,
alienation, bad crowd, danger...
It is therefore very important to review the vision we have of children and adolescents.
Do we as citizens in training, individuals with rights and responsibilities? How to
generate potential risk, violence?
This will be crucial to check the type of relationships and interactions at school and to
project what kind of relationships and what kind of beings we are to train.
Participation is a fundamental human right, and so the students should be involved
according to their level of development, to prevent situations of violence and promotion
of school life.
It is the participation in a right lever to the achievement of other rights, in situations that
affect school life, meet power to freely express the views of everyone, analyze
problems, propose solutions, join committees, committees to address issues that require,
choose the spokespersons and speakers who represent the views of the group to other
agencies, authorities.
If you see the students as passive part, which generates the issue on which we act, and
not as a community of people, a system of relationships, capabilities, potentials that can
support and be decisive in any situation.
Changing the focus of work for or against, to work with, jointly. Achieving this synergy
will not accomplish miraculous effects, but if you can do unthinkable acts.
There are countless experiences where students are organized and prevention of school
violence, promotion of mediation strategies, management and conflict resolution,
promotion of participation and sharing escolar28.
The battle of the sexes
There are countless experiences where students are organized and prevention of school
violence, promotion of mediation strategies, management and conflict resolution,
promotion of participation and sharing escolar28.
_________________________________________________________________________
Judges of School Peace, Coexistence Centers and Student Citizenship, School Defenders, Promoters of Good Treatment… quoting only a few programs that
have been carried out with the participation of children and adolescents, school communities, school authorities, social organizations, communities.
28
Girls’ vision
Boys’ vision
It is noteworthy that usually always highlight the negative, only in some cases, when
highlighting the positive aspects relating to physical appearance. In the case of men,
burly athletes, handsome. In the case of women, beautiful, sexy, flirty ... with these
social representations of gender, many questions arise that require a special treaty to
deepen how these findings translate into family life and school. We know that gender is
socially constructed and that each culture depending on the optics may have some
variation, but insofar as they do not deepen and generalize the view we have of man and
woman and how you have to behave socially and are not bridges to establish
complementary relationships, hostility, aggression, frustration, affect relationships
between men and women, regardless of whether options are linked to heterosexual,
homosexual or any other variant.
What until now is often true is that, in general, violence is expressed in different ways
boys and girls, but not by them is very worrying, because a hit can hurt a man as much
as a humiliating phrase a girl, to cite just one example. But it is also increasing physical
violence between girls and emotional violence between men.
Education: Did it lose the compass?
Must permanently remove the compass and see if the education we have is what we
have dreamed and you are giving the expected results. There are schools where the child
came into their first pre-school years and, upon graduating from high school to sit in
some cases 12 or 13 years later, the evaluation is completely negative.
It seems that during those years came a spacecraft and changed. These children sweet,
tender, playful, things became a foul-mouthed, ill-conceived, mouthy…
Without removing the weight, as expressed in this book, which has the family and other
areas of socialization, context, cannot, as educators, ignore what may be their own faults
and failures in educational being developed in our centers.
A training and education as part of that process, learn to live together, not manages the
overnight and requires agreements, conflict resolution, accept the consequences of our
actions. The ultimate goal of education is not the control of another, sometimes it seems
that is the control by the control. The medium becomes the end, distorted and
transformed the school into a "battlefield" in a constant struggle which should be
winners and sold. Discipline in the practice of plowing on dry land, rough and final end
of education.
Is the education provided to give answers to life? "Join the concerns that accompany the
lives of our children and teenagers? Or is developed in a parallel reality that leaves them
at the mercy of their fate?
Does school generate violence?
Correctly (Romero, 2008) classifies school violence and violence against the school. In
the first one was the one between peers, teachers or other members of the educational
community, physical or symbolic, harassment, intimidation, physical assaults, fights,
thefts...
In the second are located all acts that violate the facilities and assets, including neglect
and abandonment.
I always think violence is generated from within or from outside, where the school is an
accidental victim. Add Romero (2008) school violence. It is expressed in institutional
cultures, school routines, evaluation systems, aggressive interpersonal relations,
arbitrary rules...
The school will only be able to cope with the violence generated by its members,
neighbors, neighbors, as they revise their own institutional culture to see if the
foundation and operatively is playing or feeding forms of relationship violence
(physical, psychological or symbolic)
Punishable acts and discipline: Eggs from different baskets
Frequent meetings with teachers are characterized by exposure of some acts of violence
that are clearly punishable acts against people (students, teachers or other adults) or
assets (school facilities, vehicles ...), is classified as such in criminal laws.
The procedures for dealing with cannot be used to resolve conflicts or acts that govern
the life or school life. The LOPNNA establishes the procedures to follow what he called
the System of Criminal Responsibility (for teens) and the System of Protection of
Children and Adolescents (for children under 12 years).
Irazu (2007) describes offenses that should identify and educate them know they should
be reported: physical abuse or mental faculties, threats, violent coercion and deprivation
of liberty; claim justice for himself, using insulting language or libelous; attacks on
property, detainer, concealment and use of knives or firearms, possession, concealment,
distribution or supply of narcotics, psychotropic substances or harmful to health,
incitement to crime or use of children or adolescents to commit crimes, assaults on
sexual freedom.
While the educators cannot hope to solve social problems, family, educational,
"penalizing" relations, nor can they assume the role of security and investigative
agencies under the purview of other bodies.
Against aggression, repression
When managers, teachers, families, neighbors, even students, do catharsis exposing
situations of violence affecting schools, the first thing that requires immediate response
is a greater police presence, militarization of stock, using metal detectors, prohibition of
the use of backpacks or that are transparent, and requisitions to the students ...
The pendulum is going the other extreme where repression is the only way out. We
cannot ignore that there are situations of insecurity and drug trafficking, possession of
weapons or of fire, generating anxiety and threaten the education community.
Fortunately, they are minorities; however, create serious problems in nearby
communities, near schools and even within them.
Addressing these situations requires action to internal school in coordination with the
educational, communal councils, civil and police authorities. With the two components:
the preventive and repressive in the extreme cases.
What if you cannot nor should it conceivable that the answer to school violence is in the
hands of the police, because rather exacerbates violence and police themselves had
serious deficiencies to act without violating human rights of the student population.
What to do for well treatment
to find its desk?
Do today everything possible to achieve impossible things tomorrow
Paulo Freire
Experience in dealing with this issue leads us to propose a signal that must be present in
the Route to prevent violence and promote school life.
Recognize the problem. It is necessary to identify what is working together in
the school. What kind of situations arises among the members of the education
community? (Students, teachers, workers, managers, families ...). Just making contact
with reality may decide to seek answers.
The challenge. It is a process that requires overcoming resistance, beliefs,
prejudices, convictions that have been installed for years on a personal level, group and
institutional. Among the fears is losing prestige, recognize that there are masked forms
of violence that is daily being trivialized (abuse of authority, inconsistency between the
ideal and what happens in practice, lack of operational arrangements, arbitrary and
discretionary ...)
Conduct participatory assessment. Requires the participation of various
stakeholders in the educational community. Involves identifying what are the situations
that affect the living, what is happening, where, at what times, who is involved, who is
affected, it happens at all levels, how to express what is done when conflicts arise, with
whom covered (internally and externally).
Building a Living Plan. Based on the diagnosis must be identified as priorities
to address schools and what is the role played by each member according to their role,
capacities and possibilities. Like any plan is necessary to provide time, resources and
responsibilities of each and every one of the members.
Monitoring the development of the plan. You need to understand it as a
learning process that enables learning from mistakes, redirect actions, enrich and do not
perceive as compliance with a formality can just meet a goal, it is important to check
how it was accomplished, how it has impacted, if has empowered all stakeholders. This
prevents dispersion, losing the north, improvisations that can generate motivation and
selflessness.
Having the support of the principals. Many good initiatives fail because
they have the backing of management and coordination in order to have resources,
time, spaces that demonstrate the institutional commitment to the work undertaken,
Dido. If the experience is the initiative of a teacher or counselor that performs a kind of
ministry, often stoic, is destined to succumb and the best to be recognized as an
interesting experience but not greater impact, relevance and sustainability in the school.
Form for action. The acquisition of knowledge and tools to analyze reality,
establish priorities, develop a plan and implement actions. The training strategy should
be theoretical and experiential, in such a way as to be palatable and applicable. The
training must be understood as an ongoing process that is not just a talk shop or
sporadic, requiring creativity, initiative and wish that what is learned can be put into
practice in day to day. This is not to create a range of activities that compete with the
educational work, but see how in the educational work that not only incorporate
strategies aimed at the cognitive but also incorporate social / emotional component.
These training processes should be directed to the whole educational community
(managers, teachers, workers, counselors, administrators, students, families ...) to
promote the analysis of situations involving cohabitation in the classroom, recess,
baths, at the hour of departure in the use of internet, cell phones, to identify and
promote joint action to address it.
Socialize methodological tools. To act is needed to have resources that allow
for improving school life. The conflict resolution techniques, negotiation, mediation,
decision making, human rights, laws protecting children and adolescents, education ...
will be effective to the extent that they are not exclusive, in other words, opportunities
are created and opportunities for all can participate.
Promote the language of symbols and signs.
It is important to foster a sense of belonging by creating symbols that identify the
groups, projects, messages ... To this end the use of costumes like shirts, pins, hats,
badges, and animated people can make life in cartoons, posters, billboards, murals, ...
Making banners commemorating holidays or joints can be used to achieve a
rapprochement between the different levels and with other schools to promote
solidarity, cooperation.
Humanize the discipline.
Creation of mechanisms for living arrangements consistent with the rights, duties and
responsibilities of children, adolescents and other members of the educational
community. It is necessary that these disciplinary measures are not based on fear,
threats, use of physical force, humiliation, manipulation.
Update the Rules or Student Handbook.
Must conform to the principles and guarantees in the legal force. Is an essential tool for
the construction of a discipline that seeks to educate, facilitate socialization, not the
control and humiliation. Is a public document, should be known by all members of the
educational community. Must be conceived as an ally to indicate what to do and where
to go when situations arise affecting coexistence. Any empty favors the risk of taking
inappropriate measures that can create that "the remedy is worse than the disease." We
must avoid at all costs schizophrenia between what textbooks and what is done in
practice.
Conceive the conflict as an opportunity.
It is impossible and even undesirable, to claim a conflict-free coexistence. Show the
various ways of acting, feeling, reacting to everyday situations that are experienced in
schools. Any conflict generates emotions, feelings that must be channeled properly.
Suppress or avoid it generates explosive and expansive situations that may escape
control. You need to create spaces for students to participate and express what they
think, feel and intend on living situations. This is not to convert these spaces into
therapy sessions. When a situation gets out of hands to look for specialized help.
Promote participation and students.
Encourage active participation and democratic spokespersons, student representatives
and key individuals for the promotion of student living. It should stimulate associations,
building and strengthening student organizations, extracurricular activities chair, linkage
with community projects that provide alternatives for positive attachment.
Have references inspiring.
It says: "A fact is worth a thousand words." A live you learn living together. It is
necessary for managers and teachers are careful how they communicate, express their
emotions and feelings, require compliance, consistency between what is said and done.
Certainly, as humans go through difficult times and if they can make mistakes, abusing
power and authority. If this were the case, apologize, acknowledge that it has failed,
rather than a weakness is a strength and is a life lesson for students to learn how
important it is to assume the consequences of their actions.
Promote family involvement.
Collaboratively working with families is not easy. The families feel that when they are
called is to berate the inappropriate behavior of their children or to solve administrative
problems. On the other hand, many educators have resistances to work with families
because they require responses beyond their purview. Are constant:
Complaints of the poor attendance of families in school activities. You need to
create opportunities for involvement with not blaming strategies but encourage the
exchange of ideas, experiences, knowledge and proposals. The case study, situations,
news of the reality community, municipal, regional, national, it is understandable that
the problem of violence not only affects a child but that affects us as a community.
Networking. Given the complexity of the issue requires the joint schools with
social organizations, community councils, bodies of child protection, child and
adolescent health, ecological, recreational, sports, arts, police, religious...
Educating for life. There should be an educational project, and for what are formed
and female students. Meaningless routine can lead to a detachment that can result in
violence to find on these facts the recognition, acceptance or sense of belonging that is not
obtained by other means. An education that is revised, rethought and is willing to offer
alternatives, is alive and therefore, in motion.
Systematize the experience. Record what is done using various resources (notes,
minutes, diaries, photographs, videos, pictures, testimonies, reports ...) makes it possible to
have a useful memory that enables:
* Rescue learned before, during and after the implementation of the plan.
* To disseminate the lessons and experiences through forums, symposia, workshops,
meetings for other schools to nurture and encourage exchanges that enrich each other's
experiences
* Ensure the continuity of the proposals so that they can be implemented at other levels
of the center itself and ensure sustainability over time or even if the teacher is no longer
or move to other functions. Understanding that these are resources that can be modified
according to new demands and realities.
Promote recognition. It is important to publicize the achievements of personal,
social and institutional. To do billboards, newsletters, trade with other centers,
presentation in national, international, interviews and reviews published in newspapers,
radio, television, internet foster motivation, encouragement and enjoyment of others to
support the coexistence transcends the school and more a way of life that an
institutional experience.
Create appropriate conditions and stimulants.
Develop educational fact deteriorated environment, without the minimum requirements,
without teachers for certain subjects or teachers who do not have the credentials and
motivation is, in itself, an institutional violence that attacks and causes a lot of violence in
educational contexts.
Encourage and motivate staff. The motivation of educators requires space, time,
resources and opportunities for personal growth, professional and social. Many times the
economic, employment or teaching staff generates a series of frustrations that translates
into hostility to coworkers and your work with and students. The opportunities for
exchange, reflection not only of academics but also social and emotional aspects are
dwindling, the administrative and curricular swallows the possibilities of creating spaces to
reflect how they feel educators, they need to improve their personal and professional, how
can enrich acquiring new knowledge and tools.
Know and enforce public policies. It is important to identify what policies,
plans and regulations exist for the prevention of violence and promotion of school life.
Require their application, modification if applicable, incorporation of new proposals. One
of the biggest challenges is to ensure that laws protecting the rights of children and teens
collide with those governing education. If coordination is not conducive to interpretation
and arbitrary and discretionary application according to the convenience of the parties
involved.
EL PAPAGAYO EDITIONS
In our relationship or working with children, adolescents and
families can be clear about what and why of our actions, but
often do not know how to achieve it sucked. We lack
methodological resources, tools, strategies contained clear,
direct, which may be applicable in our personal and
professional practice.
To meet these needs and interests CECODAP offers a variety
of publications (books, methodological guides, manuals, CDs,
comics on civic education, rights and duties of children and
adolescents living (family, education, community ...),
prevention of physical and humiliating punishment, sexual
violence (abuse, pornography ...), school violence, benefits and risks of new technologies
(Internet, cell phones ...), Strategies for the participation of children and adolescents, the
presence of Children and Teens in Social Media.
For the prevention of student violence participation is a useful way to lower levels of
aggression. To the extent that children and adolescents found that they can channel their
frustrations, doubts and discontent, but also channel their potential, skills, abilities, we
can see how participation can make qualitative changes to improve coexistence. How
promoted? What is our role as adults? What are the limits? To answer these and other
questions, we provide the book:
FROM THE SHELL. The participation of children and adolescents: A flight
between light and shadow. Find reflection in collecting lessons learned from years
of working with schools, community and social organizations.
Authors:
Fernando Pereira
Oscar Misle
For more information about our publications: www.cecodap.org.ve
For requests: Ediciones El Papagayo: +58 212 9526269 7279 Ext. 11
[email protected]
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