Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

El presente trabajo investigativo denominado: Estrategias educativas de afrontamiento al acoso escolar en los estudiantes de la ciudad de Loja, tuvo como objetivo general implementar estrategias educativas de afrontamiento al acoso en los estudiantes. La investigación realizada fue descriptiva con corte transversal y diseño pre-experimental. Los métodos aplicados fueron: científico, analítico-sintético, deductivo, inductivo. Todos estos métodos cumplieron roles específicos durante el proceso de la investigación. Se aplicó como instrumento el Auto test de Cisneros para identificar el índice global, la intensidad y las características de acoso escolar. La muestra objeto de estudio corresponde a 32 estudiantes. Los resultados del Pre-test considerando los niveles más altos fueron: Índice global de acoso (56 % alto), intensidad (50 % alto), escalas: desprecio-ridiculización (56 % alto), coacción (63 % alto), restricción-comunicación (63 % alto), agresiones (50 % alto), intimidación (50 % alto), exclusión-bloqueo social (53 % alto) y hostigamiento verbal (47 % alto). La efectividad de la aplicación de los talleres de estrategias educativas de afrontamiento fue del 90 % de acuerdo a la validación de los talleres con un impacto positivo en los estudiantes. Se concluye que los estudiantes bajaron el nivel de acoso escolar mediante la utilización de diferentes estrategias educativas de afrontamiento. Por ello, es importante que la Institución educativa de continuidad con la aplicación de los talleres a todo el plantel educativo, incluidos padres de familia y docentes de manera conjunta afrontar esta problemática. Abstract The present investigative work called: Educational strategies of confronting school bullying in the students of the city of Loja, had as its general objective to implement educational strategies to address bullying in students. The research carried out was descriptive with cross section and pre-experimental design. The methods applied were: scientific, analytical-synthetic, deductive, inductive. All these methods fulfilled specific roles during the research process. The Self test of Cisneros was applied as an instrument to identify the global index, intensity and characteristics of school bullying. The sample under study corresponds to 32 students. The results of the Pre-test considering the highest levels were: Global harassment index (56% high), intensity (50% high), scales: contempt-ridicule (56% high), coercion (63% high), restriction- communication (63% high), aggression (50% high), intimidation (50% high), exclusion-social block (53% high) and verbal harassment (47% high). The effectiveness of the application of the educational strategies of coping strategies was 90% according to the validation of the workshops with a positive impact on the students. It is concluded that students lowered the level of bullying through the use of different educational coping strategies. Therefore, it is important that the educational institution continue with the application of the workshops to the entire school, including parents and teachers together to address this problem.

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COMITÉ EDITORIAL

EDITORIAL

During his time in the army, Vigny noticed the slow and inevitable disappearance of the old grumblers. For him, these antique men are both archaic and noble, which is why, with Servitude et grandeur militaires, he tries to criticize the military institution, and record the teachings of these veterans simultaneously. These men represent a particular type of master, as their teachings must be both received and surpassed. Following the logic of rites of passage, we propose an ethnocritic reading of Vigny’s poetic, and try to reconstruct the narrative architecture of a pedagogical experience. We believe the latter is organized around the presence of liminal characters which serve as transmitters. We then study the narrator’s critical appropriation of these teachings, which we read as a mise en abyme of the critical attitude to which Vigny invites his readers. This way, we bring out the formative value of the fiction of that romantic writer.

As a substitute father figure, a mentor, a tutor and a writer to be admired and imitated, Barbey d’Aurevilly acted as a master for Bloy from the moment they first met. Indeed, among all the other self-proclaimed heirs of Barbey’s legacy, Bloy seems to be the most ardent disciple of the Connétable des Lettres. As we concentrate on the way Bloy constructs multiple authority figures who all somehow relate to Barbey, we propose to study the way these two writers, who both lean exclusively towards the figurative, give a particular depth to their relationship by elaborating their imagery, which plays an essential role in the way they construct the bond between master and disciple. This investigation will, in addition, lead us to consider how such a relationship cannot come about without any occasional differences of opinion or mutual irritation. Far from shying away from the master, Bloy clearly constructs his own authorial persona in the light of the brilliant master, rather than in his shadow.

The aim of this paper is to present a particular relationship between the painter and the poet, and to examine the influences of Gauguin’s vision that Segalen calls Maître-du-Jouir on the literary creation of the writer. The two Frenchmen had much in common: a sense of mystery, a fascination with the primitive and the exotic, and a gift for ambiguity. From 1903 until his death in 1919, Segalen’s poetry and prose would, like Gauguin’s art, try to discover the exotic on its own terms while increasingly confronting the limits of the Western artist’s own powers of apprehension. In Les Immémoriaux (translated into English as A Lapse of Memory), Segalen adopts a Maori point of view to comment on Western culture. The author’s greatest feat was breaking with the colonial exoticism of such nineteenth-century writer-travelers as Pierre Loti for example. Where those authors made no pretence about surrendering Western, or even imperial, values while depicting foreign cultures, Segalen, imitating his Master Gauguin, was intensely self-conscious about his depictions of the other in ways that seem especially modern. In his ethnographic novel, Segalen performs a kind of translation from one art to another which is, for him, a creative process by itself.

Even the form of Henri Chateau’s novel, published in 1901, emphasizes the relationship between a master and his disciple. It uses autobiographical narrative and is based on the advice given by the arrivé to his young follower. The subject places the book among, what we call, arriviste novels – a category of the realist novel developed in 19th century, whose beginnings can be traced back to Stendhal and Balzac. Nevertheless, the structure of the narrative is singular and questions the very principle of arrivisme, inseparable from individualism. This paradox requires a reconsideration of the idea of teaching in such conditions. Our paper analyses the arriviste’s education process and presents the benefits and risks of the relationship between the master and his disciple. 

How does the Encyclopedists’ watchword ‘to think for oneself’ relate to the question of education, which could be formulated as: does man need a master? As soon as the Encyclopedists ask the question, they propose a new way of thinking about the two meanings which can be given to the notion of master: dominus (“the lord”), and magister (“the teacher”). The lord has authority thanks to his status as a land owner or castle owner, the teacher is in a position of power by virtue of his knowledge and education. The Encyclopedists’ answer to the question concerning education will be compared to that given by Kant, and the meaning the Encyclopedists assign to the expression ‘to think for oneself’ will also be juxtaposed with Kant’s interpretation. In this way, the correlation between education and ‘thinking for oneself’ observed by both Kant and the Encyclopedists will be demonstrated.