El uso del castigo como recurso del profesorado del siglo XXI: análisis de reflexiones docentes en un estudio de casos de 4 centros escolares

The potential use of punishment at High School has been reviewed in this paper. The research has been performed by different education professionals. Several objectives has been set up regarding the above mentioned issue. Teacher behavior in troublesome situations has been evaluated, as well as, the reasons why they would use punishment in these kind of circumstances. It is also important to know which are the most frequently used punishments and how often they are applied to the same group of students. In this study, it has been established the difference between punishment and penalty. Foucault’s contributions have also been included in relation to the use of punishment. Four schools have been included (2 Elementary School and 2 High Schools). Results have been obtained through an interview to one teacher belonging to each of the schools, as well as, different forms which have been filled in by different education professionals also belonging to those schools. Data have been analyzed by means of Nudist Vivo software. Conclusions and limitations are included in this study, as well as future research lines ; Este artículo es producto de una investigación cualitativa realizada por diversos profesionales de la enseñanza, en la cual se plantean diversos objetivos acerca del potencial uso del castigo. En este sentido, se pretende conocer la actuación de los actuales docentes cuando sucede una situación conflictiva en el aula, así como los motivos por los que recurrirían al uso del castigo. Considerando esta ultima idea, será oportuno conocer cuáles son los castigos más frecuentemente utilizados y cuántas veces se llegan a aplicar con un mismo grupo de alumnos. A tal efecto, en primer lugar se pretende determinar la diferencia entre castigo y sanción y, mediante un marco teórico, exponer los inicios del castigo a partir de las aportaciones de Foucault. De esta manera, nos situamos en un estudio de casos, en el cual se interpretan realidades de 4 centros escolares; 2 de Primaria y 2 de Secundaria. Los resultados, por ...