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EL MALTRATO INFANTIL EN LA PRÁCTICA DOCENTE: ESTUDIO DE UN CASO CHILD ABUSE IN THE TEACHING PRACTICE: CASE STUDY

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Author(s): JAVIER SUÁREZ GONZÁLEZ | AURA MÁRQUEZ BOLAÑO

Journal: Revista Psicogente
ISSN 0124-0137

Volume: 12;
Issue: 21;
Start page: 158;
Date: 2009;
Original page

Keywords: Child Abuse | Pedagogic practice | Discourse | Activity | Teacher-student interaction | Maltrato Infantil | Práctica pedagógica | Discurso | Atividad | Interacción docente-estudiante

ABSTRACT
Child abuse is a topic of particular interest in the national and international context because the citizens of different countries know about the impact this phenomenon within the society and future generations and organizations like the ICBF (Instituto Colombiano de Bienestar Familiar), (in Colombia), UNESCO and the ONU (in around the world) have drawn attention to the fact that institutions such as families and schools have become partners in practice of child abuse. This article presents the results about a research that focused on classroom practice and teacher to describe whether through speech, actions and interactions (teacherstudent) had evidence of child abuse. This suggested a qualitative research, whose design was a single case study. The subject of study was a preschool teacher at a school of social stratum medium Burjassot town in the province of Valencia - Spain. Among the results of the study are the following: the discourse and interaction are within the categories of teaching practice show a particular degree of child abuse. Child abuse in the classroom is not a practice intended by the teacher, but rather factors such as number of students, teaching little accompaniment (class observation) and the aid of a practitioner or consultant, among others, mean that child abuse may be evident in the teaching practice.
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