Violencia entre pares y su relación con el rendimiento académico: un estudio de caso en el séptimo año de educación general básica

Abstract

This paper addresses the problem of school violence and its relationship with academic performance in children of Basic General Education (BGE). It was observed that students were violent with text messages and audios in the virtual classes received through the zoom platform. Most of the students who are part of the institution live in situations of vulnerability. Some of these situations are: alcoholic parents, parents deprived of liberty, different types of violence in the family. These realities cause some children to be educated by their grandparents. To investigate this reality, a case analysis is proposed, with the objective: "To analyze the types of peer violence that occurs during virtual education with children of 7° year of GBS in a tax school in the city of Quito". The methodology used was qualitative, using interviews with teachers and direct observation during virtual classes developed from the Covid-19 pandemic. Among the main results obtained, verbal violence, physical violence and psychological violence were detected. Verbal violence basically consisted of insults, shouts, threats, etc. While physical violence was evident: pinches, kicks, punches, among others. Finally, psychological violence manifested itself in isolation, in the sense of humiliation and cyberbullying: which occurs through the use of technological means. In relation to academic performance, students have low academic performance, discretion and school failure. On the other hand, the factors that generate violence mean that the context in which students live influences educational development. A specific case was that of a student receiving violent messages, in front of which the student proceeded to turn off the camera and withdraw from class.