Las respuestas lectoras en niños preadolescentes: Espejo de la agresión

This study used picture books from the field of literature for children and young people to detect the roles of bully and victim taken on by adolescents in a school of high socioeconomic status in Bogotá, Colombia. Readers' responses arising from literary discussions pointed to conflicts of so...

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Autor principal:	Raquel C. Cuperman
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2010
Materias:	school harassment or bullying literary discussions cognitive empathy reader responses performative responses Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/85a5364d00ff4fb7a78f744e077f0272
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id	oai:doaj.org-article:85a5364d00ff4fb7a78f744e077f0272
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spelling	oai:doaj.org-article:85a5364d00ff4fb7a78f744e077f02722021-11-25T13:23:46ZLas respuestas lectoras en niños preadolescentes: Espejo de la agresión10.5565/rev/jtl3.1242013-6196https://doaj.org/article/85a5364d00ff4fb7a78f744e077f02722010-04-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/124https://doaj.org/toc/2013-6196 This study used picture books from the field of literature for children and young people to detect the roles of bully and victim taken on by adolescents in a school of high socioeconomic status in Bogotá, Colombia. Readers' responses arising from literary discussions pointed to conflicts of social inequality and intolerance. These were cross-checked with a questionnaire on television preferences; a questionnaire on identification with bullies and victims in TV series; notes taken by the observer of the school's pupils; a questionnaire on the frequency of bullying suffered and carried out. Elements common to all the above tools were sought. The data compiled allowed certain pupils to be identified as taking part in different bullying roles; these pupils showed preferences for violence on television, gave a greater number of performative responses and showed no cognitive empathy with victims in stories. In general, rather than identifying with a particular character, they displayed a need to justify violence on the part of humans. The study indicated that the guided post-reading discussions could reflect social circumstances and inequality and aggressiveness in communal life. Raquel C. CupermanUniversitat Autònoma de Barcelonaarticleschool harassment or bullyingliterary discussionscognitive empathyreader responsesperformative responsesSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 2, Iss 2 (2010)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	school harassment or bullying literary discussions cognitive empathy reader responses performative responses Special aspects of education LC8-6691 Language and Literature P
spellingShingle	school harassment or bullying literary discussions cognitive empathy reader responses performative responses Special aspects of education LC8-6691 Language and Literature P Raquel C. Cuperman Las respuestas lectoras en niños preadolescentes: Espejo de la agresión
description	This study used picture books from the field of literature for children and young people to detect the roles of bully and victim taken on by adolescents in a school of high socioeconomic status in Bogotá, Colombia. Readers' responses arising from literary discussions pointed to conflicts of social inequality and intolerance. These were cross-checked with a questionnaire on television preferences; a questionnaire on identification with bullies and victims in TV series; notes taken by the observer of the school's pupils; a questionnaire on the frequency of bullying suffered and carried out. Elements common to all the above tools were sought. The data compiled allowed certain pupils to be identified as taking part in different bullying roles; these pupils showed preferences for violence on television, gave a greater number of performative responses and showed no cognitive empathy with victims in stories. In general, rather than identifying with a particular character, they displayed a need to justify violence on the part of humans. The study indicated that the guided post-reading discussions could reflect social circumstances and inequality and aggressiveness in communal life.
format	article
author	Raquel C. Cuperman
author_facet	Raquel C. Cuperman
author_sort	Raquel C. Cuperman
title	Las respuestas lectoras en niños preadolescentes: Espejo de la agresión
title_short	Las respuestas lectoras en niños preadolescentes: Espejo de la agresión
title_full	Las respuestas lectoras en niños preadolescentes: Espejo de la agresión
title_fullStr	Las respuestas lectoras en niños preadolescentes: Espejo de la agresión
title_full_unstemmed	Las respuestas lectoras en niños preadolescentes: Espejo de la agresión
title_sort	las respuestas lectoras en niños preadolescentes: espejo de la agresión
publisher	Universitat Autònoma de Barcelona
publishDate	2010
url	https://doaj.org/article/85a5364d00ff4fb7a78f744e077f0272
work_keys_str_mv	AT raquelccuperman lasrespuestaslectorasenninospreadolescentesespejodelaagresion
_version_	1718413446830096384

Las respuestas lectoras en niños preadolescentes: Espejo de la agresión

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