Orden escolar y (des)orden masculino Masculinidades, violencias y fracaso en la educación¹: Scholastic order and masculine (dis)order Masculinities, violence and the failure of education
Abstract
De un tiempo a esta parte en España el mundo de la información se hace eco de algunos episodios de acoso y de violencia escolar que trasladan a la opinión pública la idea de que la vida cotidiana en nuestras escuelas e institutos es un infierno. Sin embargo, ni la escuela es un infierno ni esos episodios de acoso y de violencia son nuevos. En este artículo se indaga sobre el origen sociocultural de estos conflictos y se estudia el acoso y la violencia en las aulas desde una perspectiva de género. El arquetipo tradicional de la masculinidad sigue inspirando la conducta de unos adolescentes y jóvenes que ven en el ejercicio violento del poder y en la objeción escolar una manera de afirmar su identidad masculina frente al orden femenino de la escuela. De ahí la conveniencia de fomentar en las aulas una actitud crítica ante las conductas violentas de algunos chicos y acciones pedagógicas orientadas a favorecer la emergencia de otras maneras de entender y de vivir la masculinidad, otras maneras de ser y de sentirse hombres que ayuden a los alumnos a ser menos hombres de verdad pero más humanos.
Some time ago information about our part of Spain echoed the episodes of harassment and scholastic violence that brought the public to believe that everyday life in our schools and institutes is hell. Nonetheless, neither the schools are hell, nor are these episodes of harassment and violence new. This article investigates the sociocultural origin of these conflicts, and the harassment and violence in the classroom are being studied from a gender perspective. The masculine archetype continues to inspire the behavior of youths and teenagers as they see in the violent manifestation of power the affirmatíon of their identity vis-à-vis thefeminine order at school. Thus emerges the necessity of developing a critical attitude towards violent conduct of some youths and pedagogical actions that favor the emergence of other manners of understanding and living masculinity, other manners of being masculine in order to help students to be human beings instead of so-called true men.
Some time ago information about our part of Spain echoed the episodes of harassment and scholastic violence that brought the public to believe that everyday life in our schools and institutes is hell. Nonetheless, neither the schools are hell, nor are these episodes of harassment and violence new. This article investigates the sociocultural origin of these conflicts, and the harassment and violence in the classroom are being studied from a gender perspective. The masculine archetype continues to inspire the behavior of youths and teenagers as they see in the violent manifestation of power the affirmatíon of their identity vis-à-vis thefeminine order at school. Thus emerges the necessity of developing a critical attitude towards violent conduct of some youths and pedagogical actions that favor the emergence of other manners of understanding and living masculinity, other manners of being masculine in order to help students to be human beings instead of so-called true men.
Description
Vol. 6, No. 2