Experiencia social y escolar de jóvenes en situación de ciberacoso

Abstract

The result of the research process to understand the way victims of cyberbullying construct their social and school experience from the analysis of the experience of young people enrolled in three public schools in Bogotá is presented. To this aim, information from various sources on the phenomenon of cyberbullying, school and relationship environments such as cyberspace was collected and analyzed in a period of time between 2013 and 2018 to answer the question: How do young schoolchildren who are victims of cyberbullying build their social and school experience? and derived from this: How is a child or adolescent victim of cyberbullying integrated into their school system and other peer groups?, what coping strategies are developed in cyberbullying in the school environment and in their peer group? and finally, what is the relationship of cyberbullying to alienation and school failure? and how does it contribute to the construction of subjectivity? Theoretical postulates from the sociology of experience and other traditions that account for psycho-educational aspects associated with the phenomenon are taken up and a qualitative methodological design is used with the use of mixed techniques such as questionnaires to identify levels of victimization, semi-structured interviews, and the formation of social education nuclei. As results, it is observed that the social and school experience of adolescents is built based on elements that differ from those of previous generations; Especially for adolescent women, cyberbullying is observed with higher levels of presentation and with specific forms that account for a society in which misogyny and inequality in the exercise of women's rights are tolerated and, in many cases, promoted.