Violence and discrimination against teachers: analysis of pre- and post-pandemic complaints in the Chilean school system

Authors

  • Camila Aqueveque Muñoz Universidad Bernardo O’Higgins, Chile. CIPEF, Universidad Finis Terrae, Chile. image/svg+xml
  • Francisco Alonso Cárceles Uribe Universidad Bernardo O’Higgins, Chile. Universidad de La Serena, Chile. image/svg+xml
  • Juan Francisco Maureira Sánchez Universidad Central, Chile. Universidad Bernardo O’Higgins, Chile. image/svg+xml

DOI:

https://doi.org/10.31637/epsir-2025-1767

Keywords:

violence, discrimination, abuse, teachers, school system, school life, school coexistence, gender, complaints, accompaniment

Abstract

Introduction: This study examines the prevalence of violence, discrimination, and mistreatment of teachers in the Chilean school context, highlighting its impact on well-being and teaching capacity. Despite the policies of respect, many teachers suffer denigration and discrimination. Methodology: This quantitative analysis, with a descriptive and longitudinal non-experimental design, aims to interpret the complaints of abuse collected during the pre- and post-pandemic periods, identifying the most common types and their effects, considering gender, type of school and gender violence perspective. The study was based on the analysis of 1635 records of complaints of violence collected by the Superintendence of Education of Chile between 2018 and 2023. Results: The results revealed that, during the first three years (2018-2020), complaints filed by women consistently exceeded 77%. Discussion: Despite the enactment of various laws to improve coexistence, the data show a high rate of complaints. Conclusions: This finding is consistent with previous research indicating that women experience a higher incidence of gender-based violence and discrimination in educational settings.

Downloads

Download data is not yet available.

Author Biographies

Camila Aqueveque Muñoz, Universidad Bernardo O’Higgins, Chile. CIPEF, Universidad Finis Terrae, Chile.

Early childhood educator with a specialization in educational inclusion and a bachelor's degree in education, graduated from Universidad Central. Since 2019, she has focused on art education, having obtained a master's degree in Art and Education from Universidad Central. Throughout her career, she has stood out for her teaching work and obtained a degree in Teaching and Educational Quality with a specialization in research from Universidad Central de Chile in 2019. Subsequently, in 2021, she completed a master's degree in Teaching for Higher Education. She has taught subjects in higher education, worked as academic director in a CFT and evaluator of MIDE UC. She is currently pursuing a doctorate in Education at the Universidad Bernardo O'Higgins.

Francisco Alonso Cárceles Uribe, Universidad Bernardo O’Higgins, Chile. Universidad de La Serena, Chile.

He attended the Escola de Música de São Paulo (Brazil) and the Faculdade Mozarteum de São Paulo, where he graduated with a Bachelor's degree in Music with a major in Tuba. In 2018, he assumed the chair of Trombone, Baritone and Tuba in the Department of Music at the University of La Serena (Chile). In 2020, she completed her Master's Degree in Teaching at the Universidad Central de Chile, where she completed diplomas in education, research and educational quality. In 2023, she began her Doctorate in Education at the Universidad Bernardo O'Higgins. In addition, in the field of teaching, she participates in the Aprende and Quiero ser Profesional de la Educación programs of the Vice Rector's Office of the Universidad de La Serena.

Juan Francisco Maureira Sánchez, Universidad Central, Chile. Universidad Bernardo O’Higgins, Chile.

Professor of Physical Education and Bachelor in Education (UCSH), Doctorate in Education (UBO); Master in Physical Activity and Health (UMAYOR); Master in Sports Performance: Technification and High Performance from the University of Barcelona, Spain; Diploma in Exercise Physiology from UFT; Diploma in Higher Education (UCENTRAL). He has performed professional work as a Professor in Sports Schools and coach of high performance athletes. He has also held positions as Teaching Advisor in the Education Division of the Chilean Air Force and Sports Coordinator in the METRO Company of Santiago. From 2006 onwards I have taught in different houses of higher education at undergraduate level, I have participated as a lecturer and / or rapporteur at various conferences or training courses.

References

Alves, A., Rocha, F., Barbosa, M. A., Calvalcante, L., Santos da Silva, E. y Rodríguez-Martín, D. (2022). Dimensões da violência do aluno contra o professor. Ciência & Saúde Coletiva, 27, 1027-1038. https://doi.org/10.1590/1413-81232022273.07002021 DOI: https://doi.org/10.1590/1413-81232022273.07002021

Assari, S. y Caldwell, C. H. (2018). Teacher discrimination reduces school performance of African American youth: Role of gender. Brain Sciences, 8(10), 183. https://doi.org/10.3390/brainsci8100183 DOI: https://doi.org/10.3390/brainsci8100183

Barria, P. y Zurita, F. (s.f.). Protagonistas de la convivencia escolar: roles y actuaciones en la escuela desde las políticas educativas chilenas. Revista de estudios y experiencias en educación, 22(50), 141-156. https://www.redalyc.org/journal/2431/243176283008/html/ DOI: https://doi.org/10.21703/rexe.v22i50.2076

Bravo, J., Torres, J., Pereira, A., González, R., Guerrero, V. y Chuecas, J. (s.f.). Ley de Violencia Escolar en Chile desde la percepción y valoración de sostenedores municipales. Foro Científico, 1(29), 36-55. https://acortar.link/a5ERx3

Carrasco-Aguilar, C. y Luzón Trujillo, A. (2019). Respeto docente y convivencia escolar: Significados y estrategias en escuelas chilenas. Psicoperspectivas, 18(1), 64-74. http://dx.doi.org/10.5027/psicoperspectivas-vol18-issue1-fulltext-1494 DOI: https://doi.org/10.5027/psicoperspectivas-Vol18-Issue1-fulltext-1494

Carrasco, C., Cuneo, C., Borquez, M. y Baltar, M. (2016). Entre el reformatorio y la comunidad: estudio de casos sobre la violencia escolar en un liceo municipal y un colegio privado en Chile. Akademeia, 7(1), 7-30. https://repositorio.ugm.cl/handle/20.500.12743/1404?show=full DOI: https://doi.org/10.61144/0718-9397.2016.135

Cira, J. (2024). Reading the Violences of School Through a New Lens: A Literacy Teacher’s Changing Perspective in a US High School. Journal of Peace Education, 1-21. https://doi.org/10.1080/17400201.2024.2314300 DOI: https://doi.org/10.1080/17400201.2024.2314300

Conejeros, M., Rojas, J. y Segure, T. (2010). Confianza: un valor necesario y ausente en la educación chilena. Perfiles Educativos, 32(129), 30-46. https://doi.org/10.22201/iisue.24486167e.2010.129.18919 DOI: https://doi.org/10.22201/iisue.24486167e.2010.129.18919

Cornejo, J. (2014). Trayectoria del bullying homofóbico en Chile: continuidades y rupturas. Primer Encuentro Internacional de Educación, Facultad de Ciencias Humanas, Tandil, Argentina. pp. 1-18. http://www.ridaa.unicen.edu.ar/xmlui/handle/123456789/497

Cornejo, J. (2018). Discriminación por Orientación sexual en el sistema escolar chileno: 2009-2016. Revista Ibero-Americana de Estudos em Educação, 13(2), 1471-1502. https://doi.org/10.21723/riaee.v13.nesp2.set2018.11656 DOI: https://doi.org/10.21723/riaee.v13.nesp2.set2018.11656

Elacqua, G., Hincapié, D., Vegas, E. y Alfonso, M. (2018). Profesión: profesor en América Latina ¿Por qué se perdió el prestigio docente y cómo recuperarlo? Inter-American Development Bank. http://dx.doi.org/10.18235/0001172 DOI: https://doi.org/10.18235/0001172

Elliot, M. (2008). Intimidación: una guía práctica para combatir el miedo en las escuelas. (T. Carter, Trad.) Fondo de Cultura Económica.

Fernández Muñoz, A. y Durán Rojas, D. (2020). Actuar-Enseñar entre la Diversidad: Construyendo Educación Inclusiva en Atacama. Revista Internacional De Educación Para La Justicia Social, 9(2), 71-88. https://doi.org/10.15366/riejs2020.9.2.004 DOI: https://doi.org/10.15366/riejs2020.9.2.004

Galdames Paredes, A. M. y Rioseco Sánchez, C. (2023). Violencia hacia profesores y profesoras en Chile: Aproximaciones a las trayectorias normativas, políticas e investigativas en dos décadas. Rumbos ST, Un Espacio Crítico Para La Reflexión En Ciencias Sociales, 30, 97-116. https://doi.org/10.51188/rrts.num30.795 DOI: https://doi.org/10.51188/rrts.num30.795

Galdames, A. y Pezoa, C. (2016). Violencias hacia profesores de Enseñanza Media en la Región Metropolitana de Chile / Violence towards secondary school teachers in the Metropolitan Region of Chile. Rumbos TS. Un Espacio Crítico Para La Reflexión En Ciencias Sociales, 14, 155-172. https://revistafacso.ucentral.cl/index.php/rumbos/article/view/40

Giddens, A. (2000). Manual de Sociología. Alianza Editorial.

Guerra, P. (2017). Cambio de paradigma de la infancia: Algunos antecedentes e impacto en la política pública. Inf. téc. Valparaíso: Biblioteca del Congreso Nacional, Asesoría Técnica Parlamentaria.

Guerra, P. (2018). La violencia contra los profesores: aspectos teóricos y prácticos. Biblioteca del Congreso Nacional de Chile. https://onx.la/f7f6f

Hernández, R., Fernández, C. y Baptista, P. (2014). Metodología de la investigación. McGraw-Hill.

Hoyos, C. (2017). El bullying homofóbico. Revista Nuevo Derecho, 13(20), 1-19. https://doi.org/10.25057/2500672X.1006

Igartua, J. (2006). Métodos cuantitativos de investigación en comunicación. Bosch.

Instituto Nacional de Estadísticas de Chile (INE). (2023). Estadísticas sobre denuncias de violencia y acoso en el ámbito escolar.

Lacerda, M. y Bianchi, S. (2018). Educação escolar, alteridade e a judicialização da vida na contemporaneidade. Estudos sobre Educação, 29(2), 120-138. https://doi.org/10.32930/nuances.v29i2.4316 DOI: https://doi.org/10.32930/nuances.v29i2.4316

Lanzillotti, A. I., y Korman, G. P. (2020). Motivos del maltrato escolar y del cyberbullying desde la perspectiva de los estudiantes. Estudio con adolescentes de Buenos Aires. Hallazgos, 5(1), 45-60. https://ri.conicet.gov.ar/handle/11336/168298 DOI: https://doi.org/10.69890/hallazgos21.v5i1.394

Ley 20.536 de 2011. Sobre violencia escolar. 8 de septiembre de 2011. Diario Oficial.

Ley 20.536. Convivencia Escolar. 2011.

Ley 21.128 de 2018. Aula Segura. 2018. D.O. No. [número de diario oficial].

López, A. (2020). La violencia en contra del personal docente en la práctica educativa ¿Realidad o Mito? Revista Mexicana de Orientación Educativa, Edición Especial 5, 18-26. https://lc.cx/HIdfVh

López, V., Ramírez, L., Valdez, R., Ascorra, P. y Carrasco-Aguilar, C. (2018). Tensiones y nudos críticos en la implementación de la política(s) de convivencia escolar en Chile. Calidad en la Educación, 48(7), 96-129. http://dx.doi.org/10.31619/caledu.n48.480 DOI: https://doi.org/10.31619/caledu.n48.480

López, V., Sisto, V., Baleriola, E., García, A., Carrasco, C., Núñez, C. y Valdés, R. (2019). A struggle for translation: An actor-network analysis of Chilean school violence and school climate policies. Educational Management Administration & Leadership, 20(10), 1-24. https://doi.org/10.1177/1741143219880328 DOI: https://doi.org/10.1177/1741143219880328

McMahon, S., Martínez, A., Espelage, D., Rosa, C., Reddy, L., Lane, K., Anderman, E., Reynolds, C. y Jones, A. (2014). Violence directed against teachers: results from a national survey. Psychology in the Schools, 51(7), 659-787. https://doi.org/10.1002/pits.21777 DOI: https://doi.org/10.1002/pits.21777

Ministerio de Educación de Chile. Protocolos de actuación ante el maltrato docente. 2020.

Ministerio de Educación. (2010). Hacia una estrategia de validación de la educación pública municipal: Imaginarios, valoración y demanda de la familia (Informe de investigación). Fondo de Investigación y Desarrollo en Educación (FONIDE), Departamento de Estudio y Desarrollo, División de Planificación y Presupuesto. Proyecto FONIDE número F 310827/2008.

Morales, M. y López, V. (2019). Políticas de convivencia escolar en América Latina: Cuatro perspectivas de comprensión y acción. Education Policy Analysis Archives, 27(5), 1-28. https://doi.org/10.14507/epaa.27.3800 DOI: https://doi.org/10.14507/epaa.27.3800

Morales, M., Álvarez, J., Castillo, A., Ascorra, P., Bilbao, M. y Carrasco, C. (2014). Violencia Escolar a Profesores: Conductas de Victimización Reportadas por Docentes de Enseñanza Básica. Revista de Estudios Cotidianos, 2(2), 91-116. https://dialnet.unirioja.es/servlet/articulo?codigo=5118372

Nesello, F., Geremias, H., Jodas, D., Eumann, A., Durán, A. y Maffei, S. (2018). Violência física contra professores no espaço escolar: análise por modelos de equações estruturais. Cadernos de Saúde Pública, 34(5), e00079017. https://doi.org/10.1590/0102-311X00079017 DOI: https://doi.org/10.1590/0102-311x00079017

Neut, Pablo. (2017). Las violencias escolares en el escenario educativo chileno. Análisis crítico del estado del arte. Calidad en la educación, 46, 222-247. https://dx.doi.org/10.4067/S0718-45652017000100222 DOI: https://doi.org/10.4067/S0718-45652017000100222

Olweus, D. (1998). Conductas de acoso y amenaza entre escolares. Morata.

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2009). La UNESCO y la educación. “Toda persona tiene derecho a la educación” (Artículo 26 de la Declaración Universal de Derechos Humanos, 1948). https://unesdoc.unesco.org/ark:/48223/pf0000212715_spa.locale=es

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2022). UNESCO roadmap against racism and discrimination. https://unesdoc.unesco.org/ark:/48223/pf0000380821.locale=es

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2023). Empowering women for the good of society. Gender-based resilience. https://doi.org/10.54678/HPDK3314 DOI: https://doi.org/10.54678/HPDK3314

Petrek, N. y Pavlas, V. (2020). Problémový žák a problémovéchování z pohledu školních metodiček prevence. The Problematic Pupil and Problematic Behaviour from the Perspective of School Prevention Methodology Specialists. Psychologie a její kontexty, 11(1), 55-68. https://doi.org/10.15452/PsyX.2020.11.0004 DOI: https://doi.org/10.15452/PsyX.2020.11.0004

Ponce, A. y Rico-Gómez, M. (2022). El docente del siglo XXI: Perspectivas según el rol formativo y profesional. Revista Mexicana de Investigación Educativa, 27(92), 77-101. https://www.redalyc.org/journal/140/14070424004/html/

Rodríguez, J. (2005). Definición y concepto de la no discriminación. El cotidiano, 134, 23-29. http://www.redalyc.org/articulo.oa?id=32513404

Sáenz-Macana, A. y Devís-Devís. (2020). La homofobia en la educación física escolar: una revisión sistemática. Revista de educação física da UFRGS, 26, 1-19. https://doi.org/10.22456/1982-8918.104750 DOI: https://doi.org/10.22456/1982-8918.104750

Silveira, L. (2014). La Ley 20.529 y el aseguramiento de la calidad en la educación chilena. Educación y Sociedad, 22(2), 233-245. https://bcn.cl/2f7bt

Simões, E. y Alves, M. (2020). Violência contra professores da rede pública e esgotamento profissional. Ciência & Saúde Coletiva, 27(3), 1039-1048. https://doi.org/10.1590/1413-81232022273.28912020 DOI: https://doi.org/10.1590/1413-81232022273.28912020

Ssenyonga, J., Hermenau, K., Nkuba, M. y Hecker, T. (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, 1-12. https://doi.org/10.1186/s13063-018-2827-9 DOI: https://doi.org/10.1186/s13063-018-2827-9

Universidad de Santiago de Chile. (2019). Informe sobre migración en Chile: Impactos y desafíos en la educación. https://acortar.link/dLwbGm

Downloads

Published

2025-02-24

How to Cite

Aqueveque Muñoz, C., Cárceles Uribe, F. A., & Maureira Sánchez, J. F. (2025). Violence and discrimination against teachers: analysis of pre- and post-pandemic complaints in the Chilean school system. European Public & Social Innovation Review, 10, 1–19. https://doi.org/10.31637/epsir-2025-1767

Issue

Vol. 10 (2025)

Section

Education

License

Copyright (c) 2025 Camila Aqueveque Muñoz, Francisco Alonso Cárceles Uribe, Juan Francisco Maureira Sánchez

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).