Posibles espacios, vivencias y factores socio culturales relacionados con violencia física y psicológica en estudiantes

Ramírez Ramírez, Lady Jhoana; Salgado Jaramillo, Jhon Edisson; Bernal Barreto, Juan Fernán

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Date

2015

Author

Ramírez Ramírez, Lady Jhoana

Salgado Jaramillo, Jhon Edisson

Bernal Barreto, Juan Fernán

Director de tesis

Henao Quintero, Sonia

TY - GEN T1 - Posibles espacios, vivencias y factores socio culturales relacionados con violencia física y psicológica en estudiantes AU - Ramírez Ramírez, Lady Jhoana AU - Salgado Jaramillo, Jhon Edisson AU - Bernal Barreto, Juan Fernán Y1 - 2015 UR - http://hdl.handle.net/11396/4250 AB - This article intends to show what the possible places where the violent act occurs, the fundamental experiences that lead to them and what the most common sociocultural factors related to physical and psychological violence in the tenth grade students are a private institution in the town of Puente Aranda during the first half of 2015; for it the possible areas of violent influence, experiences and socio-cultural factors related to the violent act by a survey of students were analyzed. Against this three (3) possible spaces that were chosen are: the home, the school and the environment (street and neighborhood), where the experiences and socio cultural factors related to physical and psychological violence may interact. In this regard it is proposed to address these three areas, one is more relevant in the interaction with the other two, in this case the school is the center or the place where all social practices and experiences of students coming from the Two other spaces are exchanged between them, experiences among which are the violent acts that are possibly learned and taught in school from a horizontal social relationship (student-student). To determine this we started with a vision of education which is not culturally transmitted only patterns of behavior recognized as positive, but patterns of behavior within the social sphere would be recognized as negative or harmful to the context also transmit they develop. Thus education may be the most important socio-cultural construction of violent subject’s factor, among other possible factors and experiences presented in this research ER - @misc{11396_4250, author = {Ramírez Ramírez Lady Jhoana and Salgado Jaramillo Jhon Edisson and Bernal Barreto Juan Fernán}, title = {Posibles espacios, vivencias y factores socio culturales relacionados con violencia física y psicológica en estudiantes}, year = {2015}, abstract = {This article intends to show what the possible places where the violent act occurs, the fundamental experiences that lead to them and what the most common sociocultural factors related to physical and psychological violence in the tenth grade students are a private institution in the town of Puente Aranda during the first half of 2015; for it the possible areas of violent influence, experiences and socio-cultural factors related to the violent act by a survey of students were analyzed. Against this three (3) possible spaces that were chosen are: the home, the school and the environment (street and neighborhood), where the experiences and socio cultural factors related to physical and psychological violence may interact. In this regard it is proposed to address these three areas, one is more relevant in the interaction with the other two, in this case the school is the center or the place where all social practices and experiences of students coming from the Two other spaces are exchanged between them, experiences among which are the violent acts that are possibly learned and taught in school from a horizontal social relationship (student-student). To determine this we started with a vision of education which is not culturally transmitted only patterns of behavior recognized as positive, but patterns of behavior within the social sphere would be recognized as negative or harmful to the context also transmit they develop. Thus education may be the most important socio-cultural construction of violent subject’s factor, among other possible factors and experiences presented in this research}, url = {http://hdl.handle.net/11396/4250} }

Abstract

Este artículo tiene la intención de mostrar cuáles son los posibles espacios donde se produce el acto violento, las vivencias fundamentales que conllevan a los mismos y cuáles son los factores socio culturales más comunes relacionados con la violencia física y psicológica en los estudiantes de grado décimo de una institución privada en la localidad de Puente Aranda durante el primer semestre del año 2015; para ello se analizaron los posibles espacios de influencia violenta, las vivencias y los factores socio-culturales relacionados con el acto violento por medio de una encuesta realizada a los estudiantes. Frente a esto se eligieron tres (3) posibles espacios que son: el hogar, la institución educativa y el entorno (calle y barrio), donde las vivencias y los factores socio culturales relacionados con la violencia física y psicológica posiblemente interactúan entre sí. Con respecto a esto se propone que frente a estos tres espacios, uno tiene mayor relevancia en la interacción con los otros dos, en este caso el colegio es el centro o el lugar donde todas las prácticas sociales y vivencias de los estudiantes que llegan de los otros dos espacios son intercambiadas entre ellos, vivencias entre las que se encuentran los actos violentos que posiblemente son aprendidos y enseñados en la institución educativa desde una relación social de tipo horizontal (estudiante-estudiante).Frente a esto se eligieron tres (3) posibles espacios que son: el hogar, la institución educativa y el entorno (calle y barrio), donde las vivencias y los factores socio culturales relacionados con la violencia física y psicológica posiblemente interactúan entre sí. Con respecto a esto se propone que frente a estos tres espacios, uno tiene mayor relevancia en la interacción con los otros dos, en este caso el colegio es el centro o el lugar donde todas las prácticas sociales y vivencias de los estudiantes que llegan de los otros dos espacios son intercambiadas entre ellos, vivencias entre las que se encuentran los actos violentos que posiblemente son aprendidos y enseñados en la institución educativa desde una relación social de tipo horizontal (estudiante-estudiante). Para determinar esto se partió de una visión de la educación en la cual no se transmiten culturalmente sólo pautas de conducta reconocidas como positivas, sino que también se transmiten pautas de conducta que dentro del ámbito social serian reconocidas como negativas o perjudiciales para el contexto en el que se desarrollan. Por esto la educación posiblemente será el factor socio cultural de mayor importancia en la construcción de sujetos violentos, entre otros posibles factores y vivencias expuestos en esta investigación

Abstract

This article intends to show what the possible places where the violent act occurs, the fundamental experiences that lead to them and what the most common sociocultural factors related to physical and psychological violence in the tenth grade students are a private institution in the town of Puente Aranda during the first half of 2015; for it the possible areas of violent influence, experiences and socio-cultural factors related to the violent act by a survey of students were analyzed. Against this three (3) possible spaces that were chosen are: the home, the school and the environment (street and neighborhood), where the experiences and socio cultural factors related to physical and psychological violence may interact. In this regard it is proposed to address these three areas, one is more relevant in the interaction with the other two, in this case the school is the center or the place where all social practices and experiences of students coming from the Two other spaces are exchanged between them, experiences among which are the violent acts that are possibly learned and taught in school from a horizontal social relationship (student-student). To determine this we started with a vision of education which is not culturally transmitted only patterns of behavior recognized as positive, but patterns of behavior within the social sphere would be recognized as negative or harmful to the context also transmit they develop. Thus education may be the most important socio-cultural construction of violent subject’s factor, among other possible factors and experiences presented in this research

URI

http://hdl.handle.net/11396/4250

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Especialización en Pedagogía y Docencia Universitaria [124]