La experiencia de los jóvenes frente al maltrato familiar y escolar en contextos de educación rural

Abstract

Research on school violence in rural education contexts has been a little explored field of knowledge in Colombia; Most of the research and policies that are implemented in this sector focus on guaranteeing the coverage, permanence and quality of the educational service offered to children and young people. This way of addressing the rural educational context generates a great research gap, since most studies are concerned with thinking about what rural education should be like and neglect real knowledge about what these institutions are like. Under this premise, this doctoral thesis aims to investigate school violence, and more specifically, mistreatment, as categories that allow delving into the daily reality of rural schooled youth, the modes of relationship that are established in the school culture and the edges and particularities that the phenomenon adopts in these contexts. To analyze this typology in rural contexts, the Sociology of Experience is adopted as a theoretical basis. This theory allows elucidating both the subject and the social structure in which these relationships of violence are framed; In this order of ideas, the present study starts from analyzing the experience of young people in school around the category of abuse to know how this type of violence is experienced in rural contexts. Given this panorama, the present investigation starts from the following question: How are the experiences of young people in the face of abuse configured in rural education contexts? Within the categories that are addressed in the project are: experience, logics of action associated with abuse, school violence, rural school culture, rural family and young people. rural as subjects of experience. To process this problem, the research is structured with a participatory qualitative approach through the application of the Nuclei of Social Education (NES) model, as well as a limited documentary review in rural education contexts. The research started by linking ninth grade students from three rural public institutions located in municipalities classified as rural scattered in the department of Cundinamarca. Initially, meeting sessions were proposed (meetings, exploratory, tours, displacements and transformations), with the purpose of determining the different meanings and motivations of school abuse in rural contexts and the factors associated with it. freak. In the same way, a series of in-depth interviews with rural teachers and young abusers were applied to enrich the look on this topic. The results of the investigation were in two ways, on the one hand, it was understood, in light of the theory, that young people adopt multiple registers when it comes to confront abuse, and in the second instance, the problem of abuse in rural contexts was made visible in the field of studies of school violence.