Acoso escolar. Una aproximación al estado del arte sobre su investigación.

The conflict that occurs within the educational institution has historically deserved scientific efforts focused on reducing its implications and the inherent destructiveness of the positive school climate, interpersonal relationships and the normal development of the teaching-learning processes. This research, as a result of a documentary review on bullying, presents a chronological organization of the studies carried out around this psychosocial risk factor or silent enemy, as it is currently called. The findings indicate the following: the abuse that is perpetrated in the educational context is the result of the reproduction of patriarchal patterns of domination, culturally legitimized practices, as well as the imitation of styles of coexistence in which the subject fails to rationalize the effects of violence in its various manifestations; added to this is the fact that prolonged stay in conflictive scenarios leads to the adoption of disruptive behaviors that, when transferred to the educational context, generate a drastic shock, both with the regulations of coexistence and with the sociocultural particularities and ways of seeing the world; the use of humiliation, systematic submission, manipulation, threat and psychological abuse, constitute factors that configure victimization and violent personality. In conclusion, bullying is a sign of the subject's conscious and unconscious rejection of a deteriorating, disintegrating and dysfunctional social and family system, in which discrimination, individualism and intolerance prevail. [ABSTRACT FROM AUTHOR]