<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162021000300209</article-id>
<article-id pub-id-type="doi">10.17227/rce.num83-10681</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Cyberbullying. argumentos, acciones y decisiones de acosadores y víctimas en escuelas secundarias y preparatorias de Colima, México]]></article-title>
<article-title xml:lang="en"><![CDATA[Cyberbullying. Arguments, Actions, and Decisions of Bullies and Victims in High Schools in Colima, Mexico]]></article-title>
<article-title xml:lang="pt"><![CDATA[Cyberbullying. argumentos, ações e decisões de agressores e vítimas em escolas de ensino médio em Colima, México]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Nashiki]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Colima Facultad de Pedagogía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<numero>83</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162021000300209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162021000300209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162021000300209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo de investigación analiza el fenómeno del cyberbullying en seis escuelas secundarias y cuatro preparatorias públicas y privadas. Se realizaron entrevistas con acosadores, víctimas, estudiantes y docentes, además de la recuperación de fotos, imágenes, videos, mensajes escritos y de voz utilizados en los 25 casos en donde se presentó este tipo de acoso. Desde las bases de la teoría del poder, caracterizamos la relación asimétrica que prevalece entre los involucrados, las amenazas y contra amenazas que se registran, así como los distintos recursos que se movilizan (coacción, fuerza y violencia), con la finalidad de lograr la obediencia, lo que genera diversas consecuencias y daños sobre la víctima. Entre los principales hallazgos están los siguientes: a) acosadores: buscan el control total de las acciones de la víctima; la crueldad de algunos actos están relacionados con el poder que el agresor quiere que se le reconozca; un acosador ejerce violencia a más de una víctima; justifican sus acciones como parte de la cultura escolar que se da entre pares; b) víctimas: el miedo paraliza y anula su capacidad de respuesta, no denuncian por temor a sufrir agresiones; padecen un maltrato permanente que se traduce en sufrimiento, deterioro en su identidad y deseos de abandonar la escuela; las mujeres padecen más acoso de tipo sexual; c) los docentes no saben cómo proceder y demandan capacitación para su atención. El cyberbullying se manifiesta de diversas maneras y crece aceleradamente en las escuelas, genera subculturas delictivas que promueven individuos o grupos que legitiman sus acciones como una forma para reafirmar su poder.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The research article analyzes of cyberbullying in six secondary schools and four public and private high schools. Interviews were conducted with harassers, victims, students, and teachers, in addition to the recovery: photos, images, videos, written and voice messages used in the 25 cases where this type of harassment occurred. Starting from the bases of the theory of power, we characterize the asymmetric relationship that prevails between those involved, the threats and counter-threats that are registered, as well as the different resources that are mobilized (coercion, force and violence) to achieve obedience, generating various consequences and damages on the victim. Among the main findings show that: a) stalkers: seek completefull control of the victim's actions; the cruelty of some acts are related to the power that the aggressor wants to be recognized; a stalker uses violence against more than one victim; they justify their actions as part of the school culture that occurs between peers; b) victims: fear paralyzes them and nullifies their ability to respond, they do not report for fear of experiencing more aggressions; they suffer permanent abuse that translates into suffering, deterioration in their identity and desire to leave school; women experience more sexual harassment; c) teachers do not know how to proceed and demand training to attend to it. Cyberbullying manifests itself in various ways and grows rapidly in schools, generating criminal subcultures that promote individuals or groups that legitimize their actions as a way to establish their power.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo de pesquisa analisa o fenômeno do cyberbullying em seis escolas secundárias e quatro escolas públicas e privadas em Colima, México. Foram realizadas entrevistas com assediadores, vítimas, estudantes e professores, além da recuperação de fotos, imagens, vídeos, mensagens escritas e de voz utilizadas nos 25 casos em que algum tipo de assédio ocorreu. Com base nas teorias do poder, caracterizamos a relação assimétrica que prevalece entre os envolvidos, as ameaças e as contra-ameaças registradas, bem como os diferentes recursos mobilizados (coerção, força e violência), a fim de alcançar a obediência, gerando várias conseqüências e danos à vítima. Entre os principais achados estão: a) Perseguidores: eles buscam o controle total das ações da vítima; a crueldade de alguns atos está relacionada ao poder que o agressor deseja ser reconhecido; um perseguidor usa a violência contra mais de uma vítima; eles justificam suas ações como parte da cultura escolar que ocorre entre pares. b) Vítimas: o medo as paralisa e anula sua capacidade de responder; elas não relatam o que aconteceu por medo de sofrer mais agressões; sofrem abusos permanentes que se traduzem em sofrimento, deterioração de sua identidade e desejo de deixar a escola; as mulheres sofrem mais assédio sexual. c) Os Professores não sabem como proceder e exigem treinamento para atendê-lo. Finalmente, o cyberbullying se manifesta de várias maneiras e cresce rapidamente nas escolas, gerando subculturas criminais que promovem indivíduos ou grupos que legitimam suas ações como forma de estabelecer seu poder.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[violencia]]></kwd>
<kwd lng="es"><![CDATA[bullying]]></kwd>
<kwd lng="es"><![CDATA[comunicación digital]]></kwd>
<kwd lng="es"><![CDATA[escuela preparatoria]]></kwd>
<kwd lng="en"><![CDATA[violence]]></kwd>
<kwd lng="en"><![CDATA[bullying]]></kwd>
<kwd lng="en"><![CDATA[digital communication]]></kwd>
<kwd lng="en"><![CDATA[junior high schools]]></kwd>
<kwd lng="en"><![CDATA[high schools]]></kwd>
<kwd lng="pt"><![CDATA[violência]]></kwd>
<kwd lng="pt"><![CDATA[bullying]]></kwd>
<kwd lng="pt"><![CDATA[comunicação digital]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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