RT info:eu-repo/semantics/article
T1 Participatory Methodologies for Addressing School Bullying: An Overview and Methodological Guidelines
A1 Montañés Serrano, Manuel
A1 Zelaya Perdomo, Iving
A1 Ramos Muslera, Esteban A
K1 Infancia
K1 adolescence; bullying; childhood; identity; participatory methodologies; peacebuilding; networks; sociopraxis
K1 Infancia
AB Bullying is not a dyadic interaction between victim and perpetrator, but a relational phenomenon involving multiple group networks: those who exercise physical, psychological, or symbolic violence; those who encourage it; those who suffer it; and those who, while aware of it, remain on the sidelines. Preventing bullying, or stopping it once it emerges, requires undermining the support base that sustains it: no one should play the role of cheerleader, and those who remain passive must become involved in defending those targeted. It is also necessary to foster in those who are bullied the strength and capacity to confront the situation. From a Freirean perspective, this implies weaving alliances between those who are kindred and those who are different, and even with outsiders, to oppose those who act antagonistically. Such a task demands debate, reflection, and the collective formulation of measures among the diverse group realities in schools, given that bullying is grounded in the refusal to recognize certain others as part of “us”, though we are all “others” to one another. This article sets out arguments for the need to address these diverse group realities and presents the phases and main contents of a participatory process for designing and implementing a School Coexistence Plan, drawing on the Participatory Construction of Peaceful Coexistence method as a framework for addressing bullying.
PB MDPI
SN 2227-9067
YR 2026
FD 2026
LK https://uvadoc.uva.es/handle/10324/82409
UL https://uvadoc.uva.es/handle/10324/82409
LA eng
NO Children2026, febrero, 13(2), 214. p.  1-23
NO Producción Científica
DS UVaDOC
RD 01-feb-2026