Ciberacoso desde la perspectiva docente Discursos, percepciones y estrategias de profesores en dos ciudades de Chile y México

Isabel Pavez Andonaegui; Ligia García-Béjar

doi:10.22201/IISUE.24486167E.2020.168.58850

Ciberacoso desde la perspectiva docente Discursos, percepciones y estrategias de profesores en dos ciudades de Chile y México

Isabel Pavez Andonaegui
, Ligia García-Béjar

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

6 Citas (Scopus)

Resumen

A pesar del aumento de las cifras de uso de Internet y redes sociales en Latinoamérica, y de la prevalencia de ciberacoso, existe poco conocimiento de la realidad que enfrentan los docentes de esta región. A través de una aproximación cualitativa, esta investigación explora discursos y experiencias de docentes en Chile y México en las ciudades de Santiago y Guadalajara sobre esta problemática, y sus herramientas para lidiar con estas situaciones. Para ello se entrevistó en profundidad a 57 docentes de escuelas de bajo, medio y alto nivel socioeconómico y que tienen a su cargo alumnos entre 12 y 17 años. Los principales resultados indican que la confianza de los docentes para identificar ciberacoso aumenta cuando ellos mismos son usuarios de redes sociales, que su preparación para prevenirlo e intervenirlo es crucial, y que las instituciones deben poner este tema como prioridad, pues es un fenómeno creciente y aún inexplorado por los profesores.

Idioma original	Español
Páginas (desde-hasta)	28-41
Número de páginas	14
Publicación	Perfiles Educativos
Volumen	42
N.º	168
DOI	https://doi.org/10.22201/IISUE.24486167E.2020.168.58850
Estado	Publicada - 1 abr. 2020

Nota bibliográfica

Publisher Copyright:
© 2020 Universidad Nacional Autonoma de Mexico.

Palabras clave

Cyberbullying
Internet
Qualitative research
Social networks
Teaching practice

Acceder al documento

10.22201/IISUE.24486167E.2020.168.58850

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