THE CONCEPT OF SCHOOL BULLYING: A CRITICISM TO THE UNDERLYING IDEOLOGY THROUGH CRITICAL CONSTRUCTIVISM THOUGHT

Abstract

This article focuses on a critical analysis of the concept of school bullying from a theoretical understanding that will be designated as Critical Constructivism, theorizing that which has been widely practiced by the human sciences, although not always enclosed under such denomination. Starting from its general hypothesis, which envisions human-social reality as a product of human, cultural and historical construction, Critical Constructivism expresses the very vocation of the human sciences by openly opposing the recurrent attempts at the biologization of the social, made mainly by the medical and biological sciences. Thus, it is sought to initially reflect on the general history of the problem of school violence in the world and how the concept of school bullying fits in this context; To point out the ideological character behind the truths announced by the discourse that underlies the understanding of bullying; and to suggest this new theoretical and methodological alternative that allows to pick up the bullying of the hegemonic discourse that underlies it and that produces its unquestionable and firmly established truths to problematize it through categories inherent to the human and social sciences.

Keywords: School violence. School bullying. Critical constructivism. Ideology.