¿Es solo un chiste? Los usos del humor hostil en la escuela y su relación con el bullying

¿Es solo un chiste? Los usos del humor hostil en la escuela y su relación con el bullying

Published 2023-06-30


https://doi.org/10.30554/tempuspsi.6.2.4819.2023
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Vol. 6 No. 2 (2023): Revista Tempus Psicológico
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Villota, M., Ferroni , P. ., Urbano, C. ., & Ramirez Rueda, L. F. (2023). ¿Es solo un chiste? Los usos del humor hostil en la escuela y su relación con el bullying. Tempus Psicológico, 6(2). https://doi.org/10.30554/tempuspsi.6.2.4819.2023
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Villota, M., Ferroni , P. ., Urbano, C. ., & Ramirez Rueda, L. F. (2023). ¿Es solo un chiste? Los usos del humor hostil en la escuela y su relación con el bullying. Tempus Psicológico, 6(2). https://doi.org/10.30554/tempuspsi.6.2.4819.2023

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Margarita Villota
Universidad del Rosario
Paolo Ferroni
Universidad de los Andes
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Cristian Urbano
Universidad Nacional de Colombia
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Luisa Fernanda Ramirez Rueda
Universidad del Rosario
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Paolo Ferroni ,

Psicólogo de la Universidad del Rosario, Magíster en Construcción de paz de la Universidad de los Andes.

Cristian Urbano,

Psicólogo de la Universidad Nacional de Colombia y Estudiante de la Maestría en Psicología de la misma Universidad.

Luisa Fernanda Ramirez Rueda,

Psicóloga de la Universidad de los Andes; Magister en Ciencia Pol´ítica de la Universidad de los Andes y Phd en Psicología Social y de la Salud de la State University of New York at Stony Brook.

Objective: To understand the perception of students from two schools in Colombia on the use of humor in the educational context. Methodology: Qualitative case study, with descriptive scope. Instrument: Ad hoc matrix on "routes of school coexistence" focused on a situation of humor at school. Participants: n=44 middle and early adolescence students. Results: From the students' perspective, bullying is used as a synonym for teasing. This suggests that episodes of aggression are accompanied by a hostile use of humor. In addition, the use of hostile humor at school is related to reaffirmation of hierarchies, discrimination, and exclusion. Conclusions: It is important to continue delving into the relationship of hostile humor with bullying for more contextualized school intervention programs and, that, use humor to identify potential problems for intervention preventing more subtle expressions of school violence from becoming normalized.

Key words: adolescent psychology, peaceful coexistence, educational psychology, violence.

 

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