Grupos vulnerables, violencia contra las infancias y agencia de transformación: una propuesta de intervención formativa

Hugo Armando Brito Rivera

doi:10.19136/etie.v9n17.6353

Autores/as

Hugo Armando Brito Rivera Universidad Autónoma Metropolitana , Universidad Autónoma Metropolitana Iztapalapa

DOI:

https://doi.org/10.19136/etie.v9n17.6353

Palabras clave:

agencia, grupos vulnerables, violencia contra infancias, intervención formativa, construccionismo

Resumen

El artículo discute la pertinencia de apoyar y analizar la agencia de transformación de grupos vulnerables implicados en prácticas de violencia contra infancias en contextos escolares. Se discuten aspectos vinculados con los grupos vulnerables desde la perspectiva socio-construccionista, destacando cómo han sido abordados metodológicamente. Se argumenta a favor de innovar en el ámbito de la intervención, señalando que la relación entre la función tradicional de las epistemologías construccionistas, las metodologías cualitativas y la descripción centrada en dar a conocer capas interrelacionadas de significados, cuyo objetivo sea entender un proceso de activación de agencia del cual el o la investigadora forma parte, representa un campo emergente de estudio. A fin de eliminar la violencia contra infancias en contextos escolares, se propone un modelo sistémico de intervención formativa encaminado a construir culturas de paz, protección infantil y respeto a los derechos de las y los niños, de forma colectiva y con la participación de todos los actores escolares. Se presenta el Laboratorio de Cambio como estrategia pertinente para responder y sustentar con datos empíricos cómo apoyar procesos formativos con participantes inmersos en contextos de violencia contra la niñez a partir de un programa de investigación aplicada.

Descargas

Los datos de descarga aún no están disponibles.

Referencias

Acevedo, J., Castro, L., & De León, C. (2018). Modelos de intervención social construccionista: Rumbo a la cuarta generación de intervenciones. En E. Pastor & M. Cabello (Eds.), Retos y desafíos del trabajo social en el siglo XXI (pp. 57–72). Universidad Autónoma de Coahuila / Universidad de Murcia. https://doi.org/10.2307/j.ctvf3w4vg

Arhuis-Inca, W., Ipanaqué-Zapata, M., Bazalar-Palacios, J., & Gaete, J. (2022). Space Analysis of School Violence in the Educational Setting of Peru, 2019. International Journal of Environmental Research and Public Health, 19(23), 16044. https://doi.org/10.3390/ijerph192316044

Bagattini, A. (2019). Children’s well-being and vulnerability. Ethics and Social Welfare, 13(3), 211-215. https://doi.org/10.1080/17496535.2019.1647973

Baker-Henningham, H., Bowers, M., Francis, T., Vera-Hernández, M., & Walker, S. (2021). The Irie Classroom Toolbox, a universal violence-prevention teacher-training programme, in Jamaican preschools: a single-blind, cluster-randomised controlled trial. Lancet Glob Health; 9: e456–68.

Bartlett, S. (2017). Children and the Geography of Violence: Why Space and Place Matter. Routledge. https://doi.org/10.4324/9781315174723

Beck, U. (1998). La sociedad del riesgo. Hacia una nueva modernidad. Paidós.

Berger, P., & Luckmann, T. (2008). La construcción social de la realidad. Amorrortu.

Berkowitz, R. (2014). Student and teacher responses to violence in school: The divergent views of bullies, victims, and bully-victims. School Psychology International, 35(5), 485–503. https://doi.org/10.1177/0143034313511012

Best, J. (2016). Social construction of violence. En C. A. Cuevas & C. M. Rennison (Eds.), The Wiley handbook on the psychology of violence (pp. 20–35). Wiley-Blackwell. https://doi.org/10.1002/9781118303092

Biddlecom, A., Woog, V., Chandra-Mouli, V., Hindin, M. J., & Moreau, C. (2024). Risk and protective factors for the sexual and reproductive health of young adolescents: Lessons learnt and research priorities. Journal of Adolescent Health, 75(6), S45–S53. https://doi.org/10.1016/j.jadohealth.2024.08.011

Blume, T. (1996). Social Perspectives on Violence. Michigan Family Review, 2(1), 9-23. https://doi.org/10.3998/mfr.4919087.0002.102

Blumer, H. (1982). Interaccionismo simbólico: perspectiva y método (Obra original publicada en 1969). Hora.

Brito, H., & De la Torre, J. (2023). El laboratorio de cambio en México: Tres experiencias de intervención formativa. En V. Cárdenas & M. Pérez (Eds.), Diversidad y complejidad de la intervención psicosocial en México (pp. 231–263). Universidad Autónoma Metropolitana; Fontamara. Disponible en: https://librosdepartamentodesociologia.izt.uam.mx/index.php/pds/catalog/view/4/6/45

Bruner, J. (2009). Actos de significado. Alianza Editorial.

Carbajal, C. (2016). La construcción social de la violencia entre adolescentes y jóvenes de la zona de Los Pedregales de Coyoacán en el entorno familiar, escolar y comunitario. Trabajo Social UNAM, (4), 88–105. https://www.revistas.unam.mx/index.php/ents/article/view/54058

Castel, R. (1995). De la exclusión como estado a la vulnerabilidad como proceso. Archipiélago. Cuadernos de crítica de la cultura, 21, 27-36.

Cavazzoni, F., Ghafri, E., Obaid, H., Veronese, G., Fiorini, A. & Jaradah, A. (2022). The protective role of children’s agency: towards critical understanding of agency amongst children living in the context of armed conflict and political violence. The Lancet. 399, Special Issue, S1. https://doi.org/10.1016/S0140-6736(22)01136-9

Cenci, A., Lemos, M. F., Bôas, D. F. V., Damiani, M. F., & Engeström, Y. (2020). The contradictions within inclusion in Brazil. Learning, Culture and Social Interaction, 24, 100375. https://doi.org/10.1016/j.lcsi.2019.100375

Comité de los Derechos del Niño. (2011). General comment No. 13: The right of the child to freedom from all forms of violence. Naciones Unidas. Disponible en: https://digitallibrary.un.org/record/711722?ln=es&v=pdf

Czarniawska, B. (2014). Social science research. From field to desk. SAGE.

Devries, K. (2018). Preventing violence against children in schools’ study (PVACS) [ClinicalTrials.gov Identifier: NCT03745573]. ClinicalTrials.gov. https://doi.org/10.1186/s12889-019-7627-y

Devries, K., Balliet, M., Thornhill, K., et al. (2021). Can the ‘Learn in peace, educate without violence’ intervention in Cote d’Ivoire reduce teacher violence? Development of a theory of change and formative evaluation results. BMJ Open;11:e044645. https://doi.org/10.1136/bmjopen-2020-044645

Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach to developmental research (2.ª ed.). Cambridge University Press.

https://doi.org/10.1017/CBO9781139814744

Engeström, Y., Rantavuori, P., Ruutu, P., & Tapola-Haapala, M. (2023). From future orientation to future-making: Towards adolescents’ transformative agency. In N. Hopwood & A. Sannino (Eds.), Agency and transformation: Motives, mediation, and motion (pp. 107–138). Cambridge University Press. https://doi.org/10.1017/9781009153799.006

Exeni, S., Losantos, M., Montoya, T., Santa Cruz, M., & Loots, G. (2015). Aplicando la epistemología socioconstruccionista a la investigación en psicología. Hexágono Pedagógico, 6(1), 92–110. https://doi.org/10.22519/2145888X.662

Fabbri, C., Devries, K., Knight, L., Naker, D., Namatovu, F., & Meinck, F. (2021). The EmpaTeach intervention for reducing physical violence from teachers to students in Nyarugusu Refugee Camp: A cluster-randomised controlled trial. PLOS Medicine, 18(10), e1003808. https://doi.org/10.1371/journal.pmed.1003808

Garraway, J., & Friedrich-Nel, H. (2025). Work-integrated learning students’ experience of a change laboratory: Developing student agency. Studies in Continuing Education. Advance online publication. https://doi.org/10.1080/0158037X.2025.2510418

Gergen, K. (1999). Agency: Social Construction and Relational Action. Theory & Psychology, 9(1), 113–115. https://doi.org/10.1177/0959354399091007

Gergen, K., & Gergen, M. (2004). Social Construction: Entering the Dialogue. Taos Institute.

Haapasaari, A., Engeström, Y., & Kerosuo, H. (2016). The emergence of learners’ transformative agency in a Change Laboratory intervention. Journal of Education and Work, 29(2), 232-262. https://doi.org/10.1080/13639080.2013.850125

Hammersley, M., & Atkinson, P. (1994). Etnografía. Métodos de investigación. Paidós.

Hopwood, N., & Sannino, A. (Eds.). (2023). Agency and transformation: Motives, mediation, and motion. Cambridge University Press. https://doi.org/10.1017/9781009153799

INSP & UNICEF (2016). Encuesta Nacional de Niños, Niñas y Mujeres 2015. Instituto Nacional de Salud Pública; UNICEF. Disponible en: https://www.unicef.org/mexico/media/1001/file/unicef_enim2015.pdf

Kaltenbach, E., Hermenau, K., Nkuba, M., Goessmann, K., & Hecker, T. (2018). Improving interaction competencies with children—a pilot feasibility study to reduce school corporal punishment. Journal of Aggression, Maltreatment & Trauma, 27(1), 35–53. https://doi.org/10.1080/10926771.2017.1376230

Kyegombe, N., Namakula, S., Mulindwa, J., Lwanyaaga, J., Naker, D., Namy, S., Nakuti, J., Parkes, J., Knight, L., Walakira, E., & Devries, K. M. (2017). How did the Good School Toolkit reduce the risk of past week physical violence from teachers to students? Qualitative findings on pathways of change in schools in Luwero, Uganda. Social science & medicine (1982), 180, 10–19.

Ko, D., Bal, A., & Bird Bear, A. (2025). Speculative design toward inclusive futures: leveraging voices and future imaginations of the school community to transform a system of punishment and exclusion. AERA Open, 11(11), Article 23328584251324152. https://doi.org/10.1177/23328584251324152

Laitinen, A., Sannino, A., & Engeström, Y. (2016). From controlled experiments to formative interventions in studies of agency: methodological considerations. Educação. 39(Núm. Esp.), 14-23. https://doi.org/10.1590/1647-59732016ns0102

Lotz-Sisitka, H., Mukute, M., Chikunda, C., Baloi, A., & Pesanayi, T. (2017). Transgressing the norm: Transformative agency in community-based learning for sustainability in southern African contexts. International Review of Education, 63(6), 897-914. https://doi.org/10.1007/s11159-017-9647-2

Lykke, N. (2011). Intersectional analysis: Black box or useful critical feminist thinking technology. En H. Lutz, M.T. Herrera Vivar, and L. Supik (Eds.). Framing Intersectionality: Debates on a Multi-Faceted Concept in Gender Studies (207–220). Ashgate Publishing Company.

Masath, F.B., Hermenau, K., Nkuba, M. et al. (2020). Reducing violent discipline by teachers using Interaction Competencies with Children for Teachers (ICC-T): Study protocol for a matched cluster randomized controlled trial in Tanzanian public primary schools. Trials, 21, 4. https://doi.org/10.1186/s13063-019-4032-5

Mead, G.H. (1973). Espíritu, persona y sociedad. Paidós.

Muehlenhard, C. L., & Kimes, L. A. (1999). The Social Construction of Violence: The Case of Sexual and Domestic Violence. Personality and Social Psychology Review, 3(3), 234–245. https://doi.org/10.1207/s15327957pspr0303_6

Nkuba, M., Hermenau, K., Goessmann, K., & Hecker, T. (2018) Reducing violence by teachers using the preventative intervention Interaction Competencies with Children for Teachers (ICC-T): A cluster randomized controlled trial at public secondary schools in Tanzania. PLoS ONE 13(8): e0201362. https://doi.org/10.1371/journal.pone.0201362

Organización Mundial de la Salud, UNICEF, UNODC, et al. (2016). INSPIRE: Seven strategies for ending violence against children. OMS. https://doi.org/10.1037/e566622016-001

Rapacci, M. (2018). Metodologías y diseños para la intervención social: Construccionismo social aplicado. Ediciones Universidad Central. Disponible en: https://www.jstor.org/stable/j.ctv1m0kgr5

Rasi-Heikkinen, P. (2022). Social construction of marginality and agency. En Older people in a digitalized society (pp. 9–16). Emerald Publishing Limited. https://doi.org/10.1108/978-1-80355-958-520221002

Ravera, F., Iniesta I., Martín, B., Pascual, U., & Bose, P. (2016). Gender perspectives in resilience, vulnerability and adaptation to global environmental change. Ambio 45 (3), 235-247. https://doi.org/10.1007/s13280-015-0716-6

Rodríguez, J., & Villa, M. (2002). Vulnerabilidad sociodemográfica: Viejos y nuevos riesgos para comunidades, hogares y personas. CELADE; CEPAL.

Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.

Sannino, A. (2016). Double Stimulation in the Waiting Experiment with Collectives: Testing a Vygotskian Model of the Emergence of Volitional Action. Integrative psychological & behavioral science, 50(1), 142–173. https://doi.org/10.1007/s12124-015-9324-4

Sannino, A. (2020). Enacting the utopia of eradicating homelessness: toward a new generation of activity-theoretical studies of learning. Studies in Continuing Education, 163-179, https://doi.org/10.1080/0158037X.2020.1725459

Scharpf, F., Kirika, A., Masath, F.B. et al. (2021). Reducing physical and emotional violence by teachers using the intervention Interaction Competencies with Children – for Teachers (ICC-T): Study protocol of a multi-country cluster randomized controlled trial in Ghana, Tanzania, and Uganda. BMC Public Health 21, 19-30. https://doi.org/10.1186/s12889-020-10045-5

Schwandt, T. A. (2000). Three epistemological stances for qualitative inquiry: Interpretivism, hermeneutics, and social constructionism. En N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2.ª ed., pp. 189–213). Sage.

Ssenyonga, J., Hermenau, K., Nkuba, M., et al. (2018). Reducing violence against children by implementing the preventative intervention Interaction Competencies with Children for Teachers (ICC-T): Study protocol for a cluster randomized controlled trial in Southwestern Uganda. Trials 19, 435. https://doi.org/10.1186/s13063-018-2810-5

Stern, C. (2004). Vulnerabilidad social y embarazo adolescente en México. Papeles de Población, 10(39), enero-marzo, 129-158.

UNICEF (2021). Action to end violence against children in schools: UNICEF review of programme interventions illustrating actions to address violence against children in and around schools 2018-2020. UNICEF. Disponible en: https://www.unicef.org/media/101891/file/CSAE-Programme-Review-2021.pdf

UNICEF (2023). Training teachers programme to end violence against children in and through schools. Facilitators and Participants’ manual (elaborado por Hugo Armando Brito Rivera en colaboración con Lamdor Sitorus). UNICEF.

Virkkunen, J. (2006). Dilemmas in building shared transformative agency. Activités, 3(1), 43-66. https://doi.org/10.4000/activites.33

Virkkunen, J., & Ahonen, H. (2011). Supporting expansive learning through theoretical-genetic reflection in the Change Laboratory. Journal of Organizational Change Management, 24(2), 229 – 243. https://doi.org/10.1108/09534811111115375

Virkkunen, J., & Newnham, D. (2013). The Change Laboratory: A tool for collaborative development of work activities. Sense publishers. https://doi.org/10.1007/978-94-6209-326-3

Vygotsky, L. S. (1995). Pensamiento y lenguaje. Paidós.

Wandrei, M. (2018). Agency-in-practice: An interpenetration of individual and social construction processes. Journal of Constructivist Psychology, 16(4), 287-322. https://doi.org/10.1080/10720530390227621

Wei, G. (2023). Children’s agency during the COVID-19 pandemic in China. En N. Hopwood & A. Sannino (Eds.), Agency and transformation: Motives, mediation, and motion (pp. 336–354). Cambridge University Press. https://doi.org/10.1017/9781009153799.017

Wescott, S. (2025). On the utility of the concept of school-related gender-based violence (SRGBV) as an essential classifying, clarifying and categorising concept. Ethnography and Education, 20(1), 1-17. https://doi.org/10.1080/17508487.2025.2514278

Zarowsky, C., Haddad, S., & Nguyen, V. K. (2013). Beyond 'vulnerable groups': contexts and dynamics of vulnerability. Global health promotion, 20(1), 3–99. https://doi.org/10.1177/1757975912470062

Zucchermaglio, C., Alby, F., Fatigante, M. & Saglietti, M. (2013). Fare ricerca situata in psicología sociale. Il Mulino.