Violencia escolar en el subnivel inicial 2: estudio de caso en dos unidades educativas de la ciudad de Quito

Abstract

This case study focuses on examining the issue of school violence at the Initial II sublevel, identifying its causes and consequences in both the school and social contexts. It also aims to depict the behaviors of students who have experienced educational incidents perpetrated by their peers, as well as emphasize the significance of timely teacher intervention and prevention and awareness strategies advocated by teachers, the DECE (Student Support Team), and relevant authorities. The research was conducted in two private educational centers in Quito. In the first scenario, a student endured bullying from her classmates due to her lack of bladder control, while the teacher failed to intervene and prevent these harmful acts. In the second case, a 5-year-old student with family problems persistently harassed his classmates physically and verbally, despite continuous teacher intervention. In both instances, the victimized students exhibited rejection, defensive actions, and isolation from the aggressors. A qualitative and ethnographic methodological approach was employed, involving immersion in the educational environment and the description of the identified problem. Ultimately, the findings demonstrated that these issues primarily stem from the family environment, as well as the improper use of electronic devices, caregivers' lack of awareness, social acceptance, and delayed or inadequate teacher intervention. The consequences encompass school dropout, anxiety, fear, rejection, and mistrust. The theoretical framework encompassed the definition of educational incidents, the participants, causes, consequences, and the role of teachers as guides and strategists in situations involving conflicts among peers. Strategies for preventing violence within educational institutions were also identified.