SCHOOL AND DOMESTIC

VIOLENCE FROM A
PEDAGOGICAL PERSPECTIVE
 WHAT IS VIOLENCE?
TYPES OF VIOLENCE
PHYSICAL ABUSE
SEXUAL ABUSE
POWER ABUSE
PHYSICAL ABANDONMENT
EMOTIONAL ABANDONMENT
EMOTIONAL ABUSE
VIOLENCE AGAINST
WOMEN: FEMICIDE
 POSSIBLE CAUSES OF
VIOLENCE
1-THE PROPENSITY TO BE
VIOLENT
2-THE TRIGGER TO A VIOLENT ACT
SOME EXAMPLES OF TRIGGERS:
TRIGGERS
ALCOHOL
DRUGS
VIOLENCE IN THE MEDIA
OVERCROWDING
A PERSON BEING DISRESPECTED
VIOLENCE IN SCHOOL
 TYPES OF SCHOOL
VIOLENCE
DISRUPTION IN CLASSROOM
INDISCIPLINE PROBLEMS
PHYSICAL AGRESSION AND
VANDALISM
BULLYING
 CAUSES
EXOGENOUS FACTORS:
FACTORS
SOCIETY PROBLEMS
VIOLENCE IN THE MEDIA
(VIOLENT IMAGES AND
MESSAGES)
FAMILY PROBLEMS
ENDOGENOUS FACTORS
INTERPERSONAL
RELATIONSHIPS
LACK OF COHERENCE BETWEEN
WHAT IS SAID AND WHAT IS
DONE
BORED AND DISINTERESTED
STUDENTS
HIGH STUDENTS PER CLASS
 CONSEQUENCES FOR
THE VICTIMS
DIFFICULTIES AND SCHOOL
FAILURE
HIGH LEVEL OF ANXIETY
SCHOOL PHOBIA
LOW SELF-STEEM
DEPRESSION
SUICIDE ATTEMPTS
 CONSEQUENCES FOR THE
BULLY
FUTURE CRIMINAL ATTITUDES
OR BEHAVIOUR
RECOGNITION AND SOCIAL
STATUS INSIDE A GROUP
GENERALIZATION OF HIS
BEHAVIOUR TO OTHER SPHERES
(FAMILY, FRIENDS,
JOB)
INSTITUTIONAL INTERVENTION

THIS INTERVENTION INCLUDES STUDENTS

AND TEACHERS IN THE CONSTRUCTION OF
COLLECTIVE STRATEGIES
 VIOLENCE IN PRIMARY
SCHOOL
VIOLENCE IN PRIMARY SCHOOL IS
RELATED TO THE SOCIO-ECONOMIC
CRISIS
MAIN CONSEQUENCE:
BULLYING
VIOLENCE IN HIGH SCHOOL
 POSSIBLE CAUSES

SCHOOL CLIMATE
GENERATIONAL CONFLICT
DISARTICULATION WITH
REALITY
IT AS A DERIVATION OF AN
EXCLUSIVE SOCIETY WITH AN
INEQUITABLE DISTRIBUTION
OF INCOME
 OTHER CAUSES
INFLUENCE OF THE MEDIA
VIOLENCE OF SCHOOL IS
ATTRIBUTED TO THE SCHOOL ITSELF
CHANGES IN THE SOCIABILITY AND
SOCIAL TRANSFORMATIONS
EXCLUSIVE SOCIETY
INCREASING IMPOVERISHMENT
SCHOOL CLIMATE (INCONSISTENCY,
ARBITRARINESS, LACK OF RESPONSE)
CONFLICT AND VIOLENCE
 CONFLICT AND VIOLENCE
TEACHERS OPINION

PHYSICAL VIOLENCE
VERBAL DISCRIMINATION: PHYSICAL OR
ETHNICS CHARACTERISTICS
VIOLENCE FROM SCHOOL AUTHORITIES
ECONOMIC REASONS
FAMILIES
TEACHERS TRANSMIT THEIR PROBLEMS
STUDENTS SHOW COMPLEX REALITIES
STUDENTS OPINION
CONFLICTING INTERESTS
GROUP INTERESTS
PHYSICAL FIGHTS
VERBAL VIOLENCE
FAILURE OF THE TEACHER ROLE
FLEXIBLE SANCTIONS
LACK OF RESPECT
DIFERENCE BETWEEN PUBLIC
AND PRIVATE EDUCATION
COPY MODELS FROM THE MEDIA
 SCHOOL MANAGEMENT
STYLE
SCHOOLS SOMETIMES FOSTERS
VIOLENCE
LABELS OR STIGMATIZATION
DEVELOP OF THE BLACK LIST OF
STUDENTS
LIMITED IN THE APPLICATION OF
SANCTIONS TO PREVENT DROPOUTS
TEACHERS DO NOT FEEL SUPPORTED
IN THEIR DECISIONS ON
INDISCIPLINE
 ACTIONS TO IMPROVE
COEXISTENCE IN SECONDARY
SCHOOL
IMPROVEMENT IN THE
RELATIONSHIP OF MANAGERS
AND TEACHERS
IMPLEMENT REWARDS AND
PUNISHMENTS
RECREATIONAL ACTIVITIES
MODERNIZATION OF CONTENTS
SHARING OF EXPERIENCES
 SCHOOL CLIMATE
PUBLIC SCHOOL PRIVATE SCHOOL

LACK OF CONTROL AND SOME CONSIDERATIONS

VIOLENCE. DISORDER EXISTS BUT WITH LESS

MORAL VALUES CRISIS. INTENSITY
LOW FAMILY PRESENCE STUDENTS ARE EXCITED
BECAUSE THEY ARE
ADOLESCENTS
TEACHERS EXPRESS IRRITABILITY MORAL STANDARDS
IN THE RELATIONSHIP WITH STUDENTS RESPECT
TEACHERS
STUDENTS
ADVERSE INVIRONMENT FOR COMFORTABLE TEACHERS
WORK
DISCRIMINATION OR HARASSMENT
BASED ON SEXUAL ORIENTATION OR
GENDER IDENTITY
VALUE DIVERSITY AND LIVE IN A
PLURALISTIC SOCIETY
PEOPLE THINK, ACT AND LOVE IN
DIFFERENT WAYS
AFFECT THE RIGHT TO EDUCATION
DIVERSITY IN ANY CASE SHOULD
INVOLVE SITUATIONS OF
DISCRIMINATION
 WHAT CAN WE DO?

DISCRIMINATION
BASED ON SEXUAL ACTIONS
ORIENTATION FROM
SCHOOL

IMPLEMENTATION OF
STRATEGIES

POSITIVE ASSESSMENT
VALUE THE DIFFERENCES IN BROAD SENSE

PROMOTE PEER INTERACTION BASED ON RESPECT

DO NOT MINIMIZE THE FEELINGS OF THOSE SUFFERING

DISCRIMINATION
"Well-treated children
are able to resist the
strategies of alienation
of a violent and
abusive thinking and
can participate
progressively in the
construction of a better
world with justice and
solidarity. Being
respectful of all the
living and its diversity."

Jorge Barudy
 DOMESTIC VIOLENCE
ALWAYS EXISTED
NOT EXCLUSIVE OF A SOCIAL
CLASS
RESOLUTION OF CONFLICTS
A MODEL FOR CHILDREN
SOCIAL DEVIATION
THE ACTORS OF VIOLENCE
VICTIM AND VICTIMIZER
VICTIM:
VICTIM VULNERABLE PERSON,
PASSIVE, DEPENDENT, UNABLE
TO DENOUNCE HER/HIS
AGRESSOR
VICTIMIZER:
VICTIMIZER POSSESIVE AND
EXPLOSIVE TEMPERAMENT.
UNABLE TO EXTERNALIZE HIS
GUILT.
SECONDARY VICTIMIZATION
INSTITUTIONS:
INSTITUTIONS POLICE,
HOSPITAL, COURT

PROFESSIONALS: DOCTORS,
PSYCHOLOGISTS, LAWYERS
 CHILD ABUSE
PHYSICAL AGGRESSION
LACK OF BASIC CARE ( FOOD,
SHELTER, PROTECTION)
SEXUAL ABUSE
EMOTIONAL NEGLECT
 RISK FACTORS FOR
CHILDREN ABUSE
1. SOCIOLOGICAL MODEL
2. PSYCHIATRIC
PSYCHOLOGICAL MODEL
3. MODEL CENTERED ON THE
CHILD VULNERABILITY
 SOCIOLOGICAL MODEL
MACRO SOCIAL LEVEL
1. SOCIAL CLASS
2. PARENT MARITAL STATUS
3. EMPLOYMENT STATUS:
UNEMPLOYMENT
DISSATISFACTION
 MICRO SOCIAL LEVEL
SOCIAL SUPPORT
TYPE OF FAMILY
CONFORMATION
MARITAL ADJUSTMENT LEVEL
 PSYCHIATRIC
PSYCHOLOGICAL MODEL
THE PERPETRATORS ARE NOT
MENTALLY ILL, BUT HIS
BEHAVIOUR MAY REFLECT
IMBALANCE
 MODEL CENTERED ON
CHILD VULNERABILITY
UNWANTED CHILDREN
CHILDREN WITH MENTAL OR
PHYSICAL DISABILITIES
CHILDREN WITH SEVERE
ILLNESSES THAT REQUIRES
CONSTANT ATTENTION
 MYTHS
CASES OF DOMESTIC VIOLENCE
ARE SCARCE
DOMESTIC VIOLENCE IS
PRODUCT OF MENTAL ILLNESS
WOMAN LIKES IT, SO SHE STAYS
WOMEN LOOK FOR IT
VIOLENCE IS INNATE
 STRATEGIES FROM SCHOOL

RISE AWARENESS ABOUT DEVELOP PREVENTION

DOMESTIC VIOLENCE AS A PROGRAMS FOR
SOCIAL PROBLEM CHILDREN INCLUDING
CONFLICT
PROVIDE
RESOLUTION
ALTERNATIVE
FAMILY PROMOTE A NETWORK
FUNCTIONING OF COMMUNITY
MODELS RESOURCES TO
PROVIDE SUPPORT
PROPOSE CHANGES TO PROPOSE
THE SCHOOL CONTENTS WORKSHOPS FOR
PARENTS
PROMOTE THE ARTICULATE WORK WITH
CREATION OF SOCIAL SERVICES AND
PROGRAMS FOR THE HOSPITAL
VICTIMS
 CONCLUSION
FROM OUR TEACHER ROLE

SUCCESSFUL INTERVENTION
REQUIRES COORDINATED ACTIONS
SHARE EXPERIENCES AND FEELINGS
BROADEN PERSPECTIVES
ACQUIRE NEW LEARNINGS
REVISE MYTHS
DEVELOP NEW CAPACITIES
SOLVE ROLES CRISIS
UNITE APPROACHES AND WORK
CRITERION
TEAM WORK IS ESSENTIAL