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Sinergias educativas
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Approved: June 14 , 2023
Pedagogical proposal to prevent school
bullying
Propuesta pedagogía para prevenir el acoso escolar
Deissy Amaya
*
Yesica Andreina Archila*
Abstract
Bullying is a problem that occurs in the educational environment and
has negative consequences for the emotional and scholastic
development of students. The purpose of this research was to design
and implement a pedagogical proposal to prevent bullying among
elementary school students, it was the responsibility of the entire
educational community to address this problem in order to guarantee
children their rights, in terms of their full development of their
personality and for this reason educational centers should be safe
places, away from the harassment and intentional aggravation that
bullying among peers implies. This research study worked with a
sample of 25 elementary school students in a public institution in
Arauca, among which there are boys and girls selected for signs of
being victims and/or victimizers of bullying. Through an
implemented methodology of action research with a qualitative
approach, the instruments used were participant observation, in-
depth interview, field diary and survey to the students who were the
* Especialista en Desarrollo Integral de la Infancia y
la Adolescencia, Corporación Universitaria
Iberoamerica damayac1@ibero.edu.co,
deissyamaya13@hotmail.com,
https://orcid.org/0009-0005-3377-4832
* Especialista en Desarrollo Integral de la Infancia y
la Adolescencia, Corporación Universitaria
Iberoamerica yarchil1@ibero.edu.co,
yeanarur@hotmail.com, https://orcid.org/0009-0004-
8568-0689
Article
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subjects of the study, with prior consent of the parents, and finally
the implementation and evaluation of the pedagogical proposal. The
results of the application were positive to the extent that the strategy
was developed in a significant way and allowed children and
adolescents to prevent violence and promote coexistence in the
school environment. In conclusion, it was found that bullying is a
threat to the physical integrity, emotional well-being and school
performance of elementary school students.
Key words: Bullying, School Performance, Pedagogical Proposal,
Citizen Coexistence.
Resumen
El bullying es una problemática que se produce en el entorno
educativo que tiene consecuencias negativas para el desarrollo
emocional y escolar de los estudiantes. La presente investigación
tuvo como propósito diseñar e implementar una propuesta
pedagógica para prevenir el bullying entre estudiantes de básica
primaria, fue responsabilidad de toda la comunidad educativa
abordar esta problemática con el fin de garantizar a los niños y niñas
sus derechos, en cuanto a su pleno desarrollo de su personalidad y
por esta razón los centros educativos deben ser lugares seguros, lejos
del atosigamiento y el agravio intencional que implica el bullying
entre pares. Este estudio de investigación se trabajó con una muestra
de 25 estudiantes de básica primaria en una institución pública de
Arauca, entre los cuales se encuentran niños y niñas seleccionados
por indicios de ser víctimas y/o victimarios de bullying. A través de
una metodología implementada de investigación acción con un
enfoque cualitativo, como instrumentos se aplicó la observación
participante, la entrevista a profundidad, el diario de campo y la
encuesta a los estudiantes sujetos de estudio, previo consentimiento
de los padres de familia y por último la implementación y evaluación
de la propuesta pedagógica. Los resultados de la aplicación fueron
positivos en la medida que la estrategia se desarrolló de manera
significativa y permitió en los niños, niñas y adolescentes la
prevención de la violencia y promoción de la convivencia en el
entorno escolar. En conclusión, se pudo constatar que el bullying
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atenta contra la integridad física, el bienestar emocional y el
rendimiento escolar de los y las estudiantes de básica primaria.
Palabras clave: Bullying, Rendimiento Escolar, Propuesta Pedagógica,
Convivencia Ciudadana
Introduction
This research work focused on a social and educational problem of
great relevance such as bullying, or school harassment, because it is
a manifestation that has generated a growing concern worldwide due
to its detrimental effects on the lives of students and their full integral
development.
Bullying is a form of systematic mistreatment that occurs repeatedly
and sustained over time, in which one or more students exert
physical, verbal or psychological violence on another, generating an
imbalance of power. This dynamic of abuse manifests itself in
different forms, such as insults, humiliation, social exclusion,
physical aggression or cyberbullying, and occurs both in the school
environment and in virtual environments.
It is important to note that bullying not only affects the physical and
emotional integrity of students, but also has a significant impact on
their school performance. Numerous studies have shown that
children and adolescents who are victims of bullying experience
high levels of stress, anxiety and depression, which directly affects
their concentration, motivation and ability to learn. In addition,
constant victimization generates an atmosphere of fear and
discomfort in the school environment, which affects the quality of
the educational experience and hinders the development of social
and emotional skills.
If a community promotes personal inequalities and violence as a
method for conflict resolution, it is possible that bullying hides
behind every corner. This coincides with the affirmation of Avilés
(2005), when he states that "Bullying is an indicator of the lack of
health of the society in which the school is inserted and that this does
nothing more or less than reflect the values that prevail in that
society" (p.27).
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Thus, bullying affects not only victims, but also bullies and
bystanders. Bullies experience difficulties in establishing positive
relationships with their peers and developing empathy, with long-
term consequences on their social and emotional development.
Similarly, witnesses of bullying situations feel fear, guilt or
helplessness, which also influences their psychological well-being
and their ability to strengthen the teaching-learning process. This
type of negative behavior among peers has devastating emotional
and psychological consequences for the victims, as well as negative
effects on the school performance of the students affected by this
problem, since it has the potential to generate a toxic and detrimental
environment.
From this perspective, it is essential to comprehensively address the
problem of bullying in the school context of an educational
institution in the rural area of the municipality of Arauca, which had
been working with the traditional school methodology but since
2004 has adopted the PER project in its modalities of Preschool,
New School and Postprimary; In 2011, the middle school cycle
began with the rural middle school education model (EMER), which
allows the educational community of the township of Todos los
Santos to have an education up to the eleventh grade, providing
greater coverage in the system and a quality education.
Therefore, this research aimed to contribute to the existing
knowledge on the relationship between bullying and school
performance among peers, as well as to offer concrete
recommendations for intervention in the educational setting by
implementing the pedagogical proposal; classroom project
"Building Inclusive Spaces Free of Bullying" to prevent among
elementary school students such problem in order to implement
effective strategies to prevent and address bullying effectively.
For this reason, it was necessary to implement this pedagogical
proposal for prevention and care that would promote a safe, inclusive
and respectful school environment in the school, where students
could develop their full academic and personal potential. In addition,
to generate relevant awareness in the educational community about
the consequences of bullying and provide tools to identify, address
and prevent this problem.
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Now, this research is distributed as follows: first, all the guiding
elements that allowed consolidating the classroom project from the
problem and the theoretical support are established: problem
statement, objectives, chapter 1. Conceptual and theoretical
foundation; secondly, the methodological development is presented:
chapter 2. Application and development; thirdly, chapters 3, 4 and 5
that correspond to the results, discussion and conclusions obtained
from this research.
In conclusion, bullying is a problem of great relevance in the
educational environment, with negative consequences on school
performance and the well-being of students. This research sought to
deepen the analysis of this relationship, with the aim of generating
knowledge that contributes to the prevention and care of bullying in
elementary school education. This topic is crucial to promote safe,
inclusive and conducive environments for the integral development
of students. Therefore, the following question was posed: How does
the design of a pedagogical proposal (classroom project) help
prevent bullying among elementary school students? The objective
was to prevent bullying among elementary school students in an
educational institution in the municipality of Arauca through a
pedagogical proposal.
Materials and methods
For the methodological development of this study, qualitative
research was taken as a basis, since the interest is oriented to
establish the influence that behaviors associated with bullying have
on the academic performance of students from the narratives of those
who have been victims or victimizers of such behaviors and from
their experiences determine the influence of bullying on school
performance. For this reason, and taking into account that qualitative
research allows to approach the subjective and intersubjective world
of the subjects of the research, its relevance was considered, because
as Arias (2006) states, "The characterization of a fact, phenomenon,
individual or group, in order to establish its structure or behavior"
(p.24). In this case are the causes and consequences from the
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narratives of students about the phenomenon of bullying that causes
a social deprivation leaving important psychological and emotional
sequels in the behavior of the student.
According to Hernández, Fernández and Baptista (2010), this
approach uses "the collection of information to test hypotheses,
based on measurement and statistical analysis, to establish patterns
of behavior and test theories" (p.165). The goal of qualitative
research is to achieve a deep and detailed understanding of social
phenomena, rather than to obtain precise numerical results. Action
research combines qualitative research with practical action, and
aims to improve social and educational practices through the active
participation of researchers and participants in the process.
It allowed the researchers to describe and analyze ideas, beliefs,
meanings, knowledge and practices of groups, cultures and
communities. It focuses on an egalitarian dialogue between
researchers and participants, where both worked together to
understand and transform the educational reality. According to
Elliott (1993), action research is understood as "The study of a social
situation in order to try to improve the quality of action in it" (p.88).
It seeks to empower communities to be agents of change in their own
environment. Its usefulness was essential to obtain access to the
student observers that allowed to know what relationship exists
between bullying and the students' school performance. The present
research is determined under the design of action research, where the
actors involved were allowed to interact and contribute in this
research process, in order to generate these strategies and possible
solutions to the problem visualized and posed.
It was carried out in stages: In moment one, an analysis of the
problem was made through some approaches, a meeting of teachers
and teachers' directors was held to make the research project known
to the educational community and to take information from them,
which enriches the process. Next, some questions were established
as a result of the analysis presented, and finally, the purposes of the
research, the relevance of the research and the contextualization of
the study were presented. In moment two, the fundamental points of
works that represent the previous experiences of the research were
developed, followed by the theoretical bases on which the categories
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are developed through current theoretical postulates. For moment
three, the field work was carried out in the application of the
instruments and the pedagogical proposal to the population, with the
collection of such information, thus responding to the objectives set
out in the research.
In the fourth moment, the systematization and analysis of the
information was carried out and the information obtained in the
collection instruments was reflected upon, and didactic strategies
were put into practice, such as the pedagogical proposal with playful
activities, which were carried out in eight sessions where teachers
and students interacted. Finally, the proposal was evaluated and the
viability and reliability of the research process was established.
In this research, the population refers to the total number of
elementary school students of the educational institution of Arauca,
corresponding to 50 students between 7 and 15 years of age, 27 are
boys and 23 are girls. However, the convenience sample was 25
students who responded to the criterion of having been victims
and/or victimizers of bullying in the elementary school grades in a
school in the municipality of Arauca.
Results
In the present investigation it was possible to evidence through the
instruments that most of the students' families belong to a low
socioeconomic level, and many of them depend on agricultural and
livestock activities for their livelihood, face challenges in terms of
access to drinking water and health services, the social conditions
that occur in the educational community, including processes of
displacement, migration, unemployment, which necessarily affect
the dynamics of coexistence of the same and of course that of the
school. These situations generate events of violence, discrimination,
mockery, lack of tolerance and empathy that can affect students in
their physical, emotional and social development and their
subsequent performance as students.
The educational establishment has 1,020 students enrolled,
distributed from preschool to eleventh grade, which means that the
larger the educational centers are, the greater the risk of bullying.
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Given that the larger an institution is, the more difficult it is to
monitor and control the different spaces such as: hallways, sports
field, playground, the classrooms themselves, the school bus stop are
the favorite places for bullies.
A meeting was held with teachers, students and parents or caregivers
of the participants of the research project to make it known, and
information was gathered from them, which enriched the process. It
was concluded that 40% of the parents attend school meetings and
are actively involved in the educational process of their children.
Subsequently, the in-depth interview was applied with prior consent
of the parents to the 25 students aged 7 to 15 years, covering grades
one to five, in terms of gender, 10 boys and 15 girls, subjects of study
with extra age 10 students of 15 years who are in elementary school
and who have experienced academic difficulties or personal
problems that affected their educational progress and that in their
experiences helped to understand the emotional, psychological
impact that bullying has had on the student and how it influences
school performance.
When analyzing each of the students' narratives, the constant
humiliations, insults and mistreatment that generate a deep
emotional impact on the students, undermining their security and
motivation to participate in the learning process stand out. The
above is demonstrated in:
"They laugh at me and I don't like it I feel bad." (Subject 9)
The subject shows that when he is teased he experiences emotions
such as: sadness, anger, shame, low self-esteem, anxiety and stress,
the teasing hurts the student's feelings and makes him feel sad and
discouraged. He also experiences anger at others' lack of respect and
consideration for him. Repeated teasing is a form of bullying
because it affects the student's confidence and self-esteem, making
him doubt himself and his abilities.
"If I think that bullying affected my friends and when I do not want
to do homework or participate in events that make the school I move
away, because they have placed me that nickname that I do not like
and, but the insults I do not let me." (subject 15)
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Social isolation is reflected in the student avoiding social situations
to avoid future teasing, which leads to isolation and loneliness. The
situation of being teased generates anxiety and stress in the student,
constantly worrying about what others may think or say about
him/her.
It is essential that students facing this type of situation seek support
and express their feelings with people they trust, such as friends,
family or teachers. Open communication helps to manage emotions
and find solutions to address the teasing situation. In addition, if the
teasing persists or becomes bullying, it is essential to inform school
authorities so that they can intervene and put an end to this
unacceptable behavior.
"Because I am smaller or more shy than my friends. Some students
make fun of me, but I don't let myself." (Subject 12)
The shame, fear and anxiety experienced by victims affect their
ability to concentrate on academic content and limit their cognitive
development. In addition, bullying leads to increased school
absences, as victims avoid going to school for fear of facing bullying
situations.
Among the aspects to be highlighted, 20 students mentioned that
they have experienced bullying, and state that this problem has
negatively affected their school performance. According to the
narratives of the interviewees, bullying has generated sadness, fear,
loneliness, stress, anxiety and difficulties in concentrating on their
studies. The emotional and psychological impact of bullying has
affected their motivation, self-esteem and confidence, which has
affected their ability to perform socially.
"Bullying is when someone doesn't want to be by your side, just like
my mom who left my dad and just because and it makes you feel
small and they don't want me." (subject3)
A dysfunctional family environment hinders the development of
appropriate social skills in a child or adolescent. If they do not learn
to communicate, resolve conflicts or manage their emotions
effectively, they resort to bullying behaviors to deal with their
frustrations or insecurities.
In these narratives, students with poor school performance expressed
that they do not feel safe in the classroom or with their peers.
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Bullying has created an environment of hostility and exclusion,
which has negatively influenced their school experience, and they
mentioned that they have not mentioned the bullying situation to any
authority or support figure at school or at home.
This indicates a lack of effective communication or a perceived lack
of resources and support available to address the problem, they are
not sure if the school has an established protocol or care pathway for
reporting bullying. This highlights the importance of implementing
and clearly communicating the reporting and support mechanisms
available to students. Early intervention and emotional support help
to break the cycle of bullying and provide children and adolescents
with tools to relate in a healthier way with others.
In the 25 students who experienced bullying, 15 of them experienced
verbal bullying, the prevalence of verbal bullying was calculated by
dividing the number of students with verbal bullying by the total
number of students who experienced bullying and multiplying by
100: (15/25) * 100 = 60%. Therefore, the prevalence of verbal
bullying is 60%.
Of the 25 students who experienced bullying, 10 of them
experienced physical bullying. The prevalence of physical bullying
is calculated by dividing the number of students with physical
bullying by the total number of students who experienced bullying
and multiplying by 100: (10/25) * 100 = 40%. Therefore, the
prevalence of physical bullying is 40%. Verbal bullying is more
prevalent than physical bullying among students who experienced
bullying. Sixty percent of the students reported having experienced
verbal bullying, while 40% reported having experienced physical
bullying.
In the narratives, students mentioned that verbal and physical
bullying has a negative impact on their school performance. Some
expressed that they feel distracted and anxious in class, which
hinders their ability to concentrate on their studies. Other students
mentioned that verbal bullying affects their self-esteem and self-
confidence, which in turn affects their motivation and academic
performance. On the other hand, physical bullying causes physical
pain and discomfort, which also interferes with their ability to
concentrate on academic activities.
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These findings suggest that both verbal and physical bullying have
detrimental consequences for students' school performance. It is
important to address and prevent these types of bullying in the school
environment by providing emotional support and appropriate
resources for affected students. In addition, it is essential to foster a
safe and respectful classroom environment that promotes the well-
being and academic success of all students.
To conclude, the interview, the field diary and the participant
observation, allowed to fulfill the first objective, since it yielded
some results of the characterization of the prevalence and types of
bullying experienced by students in the classroom and how it
influences school performance, these conclusions suggest that verbal
and physical bullying has negatively influenced the school
performance of students with low performance. It is crucial to take
measures to address and prevent bullying in the school environment,
provide emotional support, and establish effective protocols for
dealing with reports of bullying.
Table 2. Categories of analysis
Categories
Questions
Dysfunctional
Family
For you, what is
bullying?
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Mental health
problems.
In your
experience,
among whom
does bullying
occur?
Verbal and
physical
bullying
Have you been
a victim of
bullying?
Why do you
think you have
been bullied?
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Low self-
esteem
What do you
think has been
the cause?
Absence of
coexistence
rules
Do you feel
safe in the
classroom or
with your
classmates?
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Violence as a
way of life
How often does
bullying occur
in your
classroom?
What do you
think are the
reasons?
Learning
difficulties
In your case, do
you think that
being a victim
of bullying has
affected your
academic
performance?
Why?
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Lack of
Emotional
Support
To whom have
you told about
the bullying
situation you
are
experiencing or
have
experienced?
Do you know if
the school has a
protocol or an
attention route
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Lack of
attention
route.
established to
denounce this
type of
situations?
Source: Own elaboration.
Designing the Pedagogical Proposal: "Building Inclusive Spaces
Free of Bullying" was a classroom project to prevent bullying, being
an essential tool to promote a culture of respect, empathy and
peaceful coexistence at school. By addressing bullying from an
educational and preventive perspective, the foundations are laid to
create a safer and more positive school environment for all
elementary school students of the educational institution in the
municipality of Arauca.
For the realization and design of the classroom project (appendix 8),
the Iberoamericana design was taken as a model, whose repositories
can be found at https://www.calameo.com/The phases of the
project were then implemented, which are as follows:
Exploration phase: In it, the whole process of observation and
diagnosis of the level was carried out, based on the analysis of the
interview and field diaries, the construction of the classroom project
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began, generating the introduction, justification, characterization
and the general and specific objectives for the same were raised.
Planning phase: The process continues with the organization and
creation of the activities to be developed. In order to plan the
activities to be carried out, the following categories are taken into
account: Dysfunctional family, Mental health problems, Verbal and
physical bullying, Low self-esteem, Absence of rules of coexistence,
Violence as a way of life, Learning difficulties, Lack of emotional
support; in addition to the descriptors proposed to achieve
compliance with them and the scope of the objectives, the proposed
activities were organized in the following scheme.
The planned activities were 8 in total, one for each category, were
implemented with the study sample of 25 students, and were
executed in 8 sessions during one month.
Execution Phase: the activities and strategies planned to address the
problem of bullying are carried out with two weekly interventions.
During this stage, the actions designed in the planning phase are
implemented and sought to actively involve students and teachers.
Start the implementation phase with awareness-raising and training
sessions for students. These activities included talks, games,
handicrafts, murals, educational videos, among others that address
the issue of bullying, its effects and the importance of preventing it.
Activities and dynamics were developed to promote social skills
among students such as role-playing, conflict resolution exercises
and activities that promote empathy and assertive communication.
Inviting students to participate in the creation of norms and values
for school coexistence. This helped to establish a framework for
respectful and tolerant behavior in the classroom and in the school
in general.
Conduct awareness campaigns and educational activities to maintain
focus on bullying prevention and promote a safe, friendly and
inclusive environment. Monitor and evaluate the effectiveness of
the classroom project as it progresses. Collect data and feedback to
identify areas for improvement and adjust strategies as needed. Keep
parents informed about the classroom project and seek their active
participation in activities and discussions related to bullying
prevention.
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Socialization Phase: The project was socialized in a parents' school,
making them aware of the process, from the moment of
characterization, diagnosis and observation when the problem was
identified and the solution was thought of, to the execution of the
activities, it is essential to create a sense of community and
commitment around the bullying prevention project by ensuring that
everyone is informed, motivated and committed, laying the
foundations for a successful and effective implementation of the
project. They were also asked to give their views on the project,
which are noted and will be taken into account in the project impact
evaluation process.
Systematization Phase: this is the final stage of the process, where a
detailed reflection and analysis of all the activities, results and
lessons learned during project implementation is carried out. It was
essential to evaluate the effectiveness of the project, identify what
worked well and what could be improved in future implementations,
best practices and successful strategies that will be replicated in
future projects. Evaluate the impact of the project on the educational
community, including changes in the attitudes and behaviors of
students, teachers and school staff in relation to bullying prevention.
The systematization phase is essential to ensure that the project is a
continuous process of improvement and learning. By evaluating and
reflecting on the implementation, the effectiveness of the classroom
project to prevent bullying is strengthened and a safer and more
respectful school culture is promoted. A satisfaction survey was
conducted to evaluate the students' final perception of their
participation in the pedagogical proposal:
The degree of satisfaction of the students fulfilling the last objective
of evaluating the impact of the implementation of the pedagogical
proposal through 8 learning sessions in which 25 elementary school
students who have experienced bullying at some point in their school
life participated.
This pedagogical proposal lasted 4 weeks, and it was possible to
observe a great willingness and participation of the students in each
of the playful, pedagogical and artistic activities for the prevention
of bullying among peers. This proposal provided a safe and
structured space where students learned about the different forms of
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bullying, developed their social and emotional skills, and learned
effective strategies to prevent and address bullying.
The purpose of the pedagogical proposal "Building Inclusive Spaces
Free of Bullying" in elementary school students of the Educational
Institution of the municipality of Arauca, helped to create awareness
and understanding about bullying, students learned to recognize the
different forms of harassment, such as verbal or physical bullying,
and understood how it can emotionally affect the students who suffer
it. This proposal fostered empathy and solidarity among the students.
Each of the activities provided opportunities for the development of
social-emotional skills, such as empathy, conflict resolution and
effective communication. Students learned to recognize and manage
their emotions, to put themselves in the place of others and to
establish healthy and respectful relationships.
As a result of the application and execution of the classroom project
activities, students were able to actively participate in each of the
activities and discussions, and were given the opportunity to express
themselves, share their experiences and learn from each other.
Active participation promoted a sense of belonging and community
in the classroom, which contributes to the prevention of bullying.
It is important to note that this process has contributed to teaching
effective strategies to prevent and respond to bullying, students
learned how to be advocates and allies for their peers who are being
bullied, how to intervene safely and how to report bullying to a
trusted adult. This provided them with practical tools to address
bullying and promote a safe and inclusive school environment.
Through reflection and dialogue they were able to challenge
stereotypes, prejudices and negative attitudes, thus promoting an
inclusive school climate free of bullying. In conclusion, the impact
that the pedagogical proposal "Building Inclusive Spaces Free of
Bullying" had on elementary school students of the Educational
Institution of the municipality of Arauca was positive as it played an
essential role in the prevention of bullying among peers by raising
awareness, developing socioemotional skills, encouraging active
participation, teaching prevention and response strategies, and
promoting a positive cultural change in schools. It was a valuable
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tool for empowering students and building safer and more respectful
school communities.
Discussion
In this section I seek to carry out the analytical and argumentative
discussion of the different research backgrounds, such
argumentation built according to the results of the research, using
discursive elements such as concordance, discordance and
complementarity. Taking into account the previous theorization,
Cáceres (2022), agrees that pedagogical activities are paramount to
teach children to respect and accept themselves, only then will they
learn to respect and accept their classmates by developing social
skills and proving to be effective in improving relationships among
students and reducing aggressive behaviors in the educational and
social environment.
These findings are shared by Maturana, (2021) and Perez (2008),
that school climate reflects the degree of satisfaction and quality of
education in the teaching-learning process of learners immersed in a
multicultural society. The coincidence with these findings suggests
that working on improving students' social skills has a positive
impact on peer relationships and reduces aggressive behaviors.
Empathy has been identified as a fundamental component in
bullying prevention in previous research.
On the other hand, Londoño Tapiero (2022) and Begoña (2022)
agree on the need for the design and implementation of the
pedagogical proposal based on the interests and needs of children,
improving the quality of teaching, the results of this research agree
with these conclusions, as they show that a pedagogical proposal that
promotes empathy can help create a more compassionate and
respectful environment.
In this sense, and after the characterization of the problem related to
bullying among elementary school students of the Educational
Institution of the municipality of Arauca, with the general objective:
"Prevent bullying among elementary basic students of the
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Educational Institution through a pedagogical proposal" it was
necessary that during the preparation and implementation of the
present classroom project, the importance of the active participation
of the students in the pedagogical activities was emphasized,
showing a greater capacity to put themselves in the place of others,
which contributed to a more compassionate and respectful
atmosphere in the school environment. In addition, the need to
promote inclusion in the educational environment was emphasized,
respect and empathy among students was fostered, they learned to
value differences and understand the perspectives of others, which
reduced the possibility of acts of bullying based on prejudice or
stereotypes.
Jourdan, (2022) Filippetti (2022) and Cáceres (2020) share the view
that the best thing a school can do is to help create social learning of
the surrounding environment in an enriching school climate among
students, through specific cross-cutting and extracurricular
activities. They also agree on the effectiveness of the implementation
of pedagogical proposals with the collaboration of teachers as it is
an essential aspect for the success of the proposal, allowing early
intervention and personalized attention to cases of bullying. This
finding highlighted the importance of working as a team to identify
and respond effectively to cases of bullying in the school
environment. It allowed to quickly identify the signs of bullying in
students, working together it was possible to develop personalized
intervention plans for each student involved in bullying. This
considers individual needs and was able to increase the effectiveness
of the strategies applied in the proposal.
Tresgallo, E. (2013), in his research argues that inadequate parenting
practices used in the education and training of children in the family,
decisively influencing their formation with extensive affective
deficiencies arising from their inadequate training in the early years
of their life in the family and that mark the human being with an
indelible imprint, constitute a serious risk for them and for those who
live with them. In relation to the previous argument, Padilla Guerra,
(2022), was able to determine that factors such as family and school
contribute to the well-being and social, emotional and cognitive
adjustment of the student. However, the proposal showed
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encouraging results, the importance of a continuous focus on
bullying prevention was identified, with emphasis on the continuous
training of educational personnel and the active participation of
parents.
Several previous studies such as Chambilla (2022) and Ferro Macías
(2014) have highlighted the importance of increasing bullying
awareness among students. The results of these investigations are
consistent with previous studies such as Soriano Lesmes (2023) and
Mendoza Miranda (2023) that indicate that increased awareness can
lead to more effective identification and reporting of bullying
situations. These pedagogical strategies focused on the development
of social skills have been recommended in previous studies to
address bullying. This finding is highly relevant and shows the
positive impact of the pedagogical approach on the development of
empathy among students. The ability to put oneself in the place of
others is a key component in fostering healthier and more respectful
relationships in the school environment.
On the other hand, Flórez Calderón (2023) and Torres Zocadagui
(2023) agree with previous studies that have shown that the
development of empathy is an effective strategy to reduce bullying
and improve school climate. By putting themselves in the place of
others, students better understand the emotions and perspectives of
their peers, which leads to greater understanding and empathy
towards the difficulties and challenges they face.
Fostering empathy in the school environment has benefits for both
victims and potential aggressors. For victims, knowing that others
understand their feelings generated a greater sense of support and
reduced feelings of isolation. For aggressors, developing empathy
helped to decrease hostility and aggression by recognizing how their
actions affect others emotionally. The fact that the pedagogical
approach proved to have a positive impact on the development of
empathy among students highlights the importance of implementing
educational approaches that promote understanding and solidarity.
This had a long-term positive effect on the creation of a safer and
more respectful school environment, where students feel supported
and can learn and grow in a healthy way.
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It is essential that teachers and educational institutions continue to
focus on promoting empathy and other social skills among students
as part of their strategies to prevent bullying. In addition, future
research could delve deeper into how empathy and related skills can
be further reinforced in the school context, and how these skills can
influence students' behavior and attitudes toward their peers.
In summary, the pedagogical proposal succeeded in raising
awareness of bullying, strengthening social skills and fostering
empathy among elementary school students. In addition, it
highlighted the importance of collaboration among teachers, and the
need to maintain a constant focus on bullying prevention to create a
safe and healthy educational environment. The success of the
pedagogical proposal to prevent bullying is enhanced by the active
and effective collaboration of the entire educational community.
This synergy helps to create a comprehensive and well-coordinated
approach to addressing bullying, ensuring that students receive the
support and attention necessary to develop in a safe and respectful
school environment. Collaboration among different educational
personnel is key to promoting a school culture that values bullying
prevention and the well-being of all students.
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