School mistreatment is part of social hierarchies and is presented as an abuse of power by the strong against weaker ones, creating an imbalance where the aggressor is supposed to have a higher status or force that makes it more powerful than the other. victim. Aggression can be direct, with blows, or indirect with isolation. In any case, the victims run the risk of suffering lasting psychological damage. This is what is considered bullying in schools.
they consider teacher maltreatment as a form of institutional violence that manifests itself in the individual behavior that causes abuse, neglect, detriment to health, safety and damage to the emotional state and physical well-being of the minor, affecting their maturation and their basic rights.
It is difficult to investigate the issue of school mistreatment because of the legal and moral implications. It places educational institutions in a conflict, confronting their task of ensuring the welfare of the child and questioning the behavior of teachers. It is very difficult for a teacher to admit his abusive behavior.
The prevalence of child victims of teacher abuse is not known in the country. The available documents are scarce, and are mainly complaints in the media and before. There are global data on child maltreatment, studies carried out as a result of complaints and surveys among older students. These data allow a partial outline of the problem.
In many cases the physical abuse and punishments have an important escalation, but the caretakers do not always admit the causes of the physical injuries. However, deaths in children between 1 and 4 years are external cause or "accidental trauma" Generally, parents are the main aggressors and statistically are mothers who mistreat a greater proportion of children.
Considering the previous scenario, it becomes clear that teacher maltreatment is a relevant issue. Violence, contrary to what is usually thought, has been a constituent element of the country's schools, prizes and punishments are still present, and although forms have been modified, such as severity, violence remains under the argument of controlling and correct behaviors. Positive connotations such as forms of discipline and elements necessary for education are attributed to punishments. Some teachers have the belief that giving a pull of hair or a spanking "is not bad", this being one of the most important barriers to establish changes in the forms of school interaction.
Surely many parents would like to be able to look through a hole what is 'baked' in our child's class. This way we could be eyewitnesses to the professional practice of the teachers and how our son works in school.
But, in a way, we can access this small window, looking through the happiness of our children when they go to school; they faithfully reflect tranquility and satisfaction, or on the contrary, the indifference, anxiety or concern they feel.
Surely, many of us fondly keep fond memories and experiences lived in school, with a specific teacher or teacher. A teacher that we admired, that left an indelible mark on us, and that not only taught us how to add and write correctly, but also knew how to get the best out of us, treated us with respect and made us respect, consoled us, valued our efforts , he understood us ...
The teacher assumes for a child not only the figure that provides him with knowledge, but the reference with which he establishes a close and special relationship over a long period of time. The example of the teacher, like that of the family, will affect our child. His way of speaking, his way of dressing, his treatment, his attention, his encouragement, his affection ... will be burned into our little ones.
The education of our children should not only include purely cognitive aspects, but also habits, good manners, values and feelings.
