Resumen

PODESTA GONZALEZ, Sonia. Metaphors for teachers’ roles in a bullying at school intervention. Psicoperspectivas [online]. 2019, vol.18, n.1, pp.53-63.  Epub 15-Mar-2019. ISSN 0718-6924.  http://dx.doi.org/10.5027/psicoperspectivas-vol18-issue1-fulltext-1451.

Bullying has been studied from various viewpoints: individual-, interactions-, and general context-centered perspectives. Present views address the context in which this problematic issue arises, with a focus on socialization processes and, therefore, on the various social actors involved. These new perspectives bring forth changes in the ways of understanding teaching functions and teachers’ roles in the context of interventions about bullying at school. The purpose of this paper is to present an analysis of teachers’ roles and their involvement in educational intervention projects that made part of the “Stop Bullying” awareness campaign that took place in Sant Boi de Llobregat, Barcelona, Spain, during 2017. A qualitative metaphoric analysis of information gathered through participant observation is presented. The author proposes five metaphors for various teachers’ roles in this kind of intervention projects, aimed as methodological resources to comprehend and conceptualize different ways in which teachers take part in such experiences.

Palabras clave : bullying; teachers’ roles; metaphoric analysis.

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