DISCURSIVE STRUCTURES OF BULLYING PREVENTION PROGRAMS IN SPAIN (1997-2017)

Abstract

The phenomenon of mistreatment among equals or bullying, far from diminishing, is increasingly having a greater impact and social repercussion, undermining both the schoolchildren who suffer from it, as well as the aggressors and observers immersed in said problem, and as a whole, to the entire educational community: teachers, families and students. Cataloging it as a reflection of what happens in society has caused this problem to acquire greater interest in recent years. What has materialized in the development throughout the Spanish territory of violence prevention programs and initiatives prioritizing coexistence. This article analyzes the main bullying prevention programs developed in Spain in two decades (1997-2017), through a review of their discursive structure, studying their similarities or discrepancies. The first results point, among other issues, to the need for programs to address in greater depth the interactions of all the agents of the educational community (teachers, students, family and community) against bullying, helping to transmit a unitary position of all the educational system against this form of violence.