Education has a multitude of products on which it can be reflected. The great majority of themes related with the educational process are of sum importance because the education deploys a reality that manages the transformation and the development of society.

1. 1
EDUCATION AND BULLYING IN THE UNIVERSITY
SYSTEM
1. INTRODUCTION.
Education has a multitude of products on which it can be reflected. The great majority
of themes related with the educational process are of sum importance because the
education deploys a reality that manages the transformation and the development
of society.
Long ago, I began in my "certification in methodological tools for the professional
skills-based training (Nuñez, 2014),” some educational Adventures: the significance
of "Education as the practice of freedom based on the thinking of Paulo Freire
(Freinet, 1965)”. During this research, I noticed how dialogue becomes a means of
effective liberation if it is used properly. Unlike what I present, my diploma was
anchored more to anthropologic –metaphysical level. In this essay, I prefer to take
in consideration a theme more "ad intra1
" in the process educational, a reflection that
part from the real school, propose: The harassment school or "bullying2
" as harmful
reality of integration into the University System.
To introduce the subject, I discuss some points about the school environment; then,
mention some situations in which the teachers can discover a harassment or
violence inside the space physical school; finally, I suggest some constructive
actions that optimize the interaction of students and teachers.
2. THE SCHOOL ENVIRONMENT
School can be defined as one physical space and especially in the classroom, is
comprised of a plurality of subjectivities, ways of thinking and acting.
Some educators like Montessori and Piaget, claim that, "in the early school years,
students learn to socialize and discover on the other a me different than their own.
They discover that there are different forms of the same point and is therefore the
right moment to acquire values such as respect, tolerance, acceptance (Montessori
y Piaget, 2011)”, etc.
1 "ad intra”. Speech from the Latin meaning to inside of.
2 "bullying”. Physical or psychological harassment to which subject, continuously, a student fellow.
Origin-loan from English bullying, formed from the verb to bully, to 'intimidate'.

2. 2
2.1 School Environment Optimum.
What is the environment more favorable for learning?
“Human updated their potential more easily in a climate of motivation and decision
by the Studio. A space of respect and valuation by the structures of action and
thinking individual. In short, man optimizes its know-how and know in a harmonious
environment.” (Blaya, 2006)
2.2 School Environment Harmful.
As the previous deduction point, one of the ways that hinder learning is the "violence
and bullying”. This type of violence is characterized by intimidation of a student
(victim), involving power abuse that is exerted by a stronger aggressor (either real
or perceived strength subjectively). The student battered remains exposed
physically and emotionally before the abusive subject, generating as a consequence
a series of after-effects psychological. It is very common that harassed student live
terrified with the idea of going to school and shows nervous, sad and lonely in daily
lives. (Romero Angelica, 2015)
3. HOW TO DETECT BULLYING?
There are some spaces inside the school that are "red spotlights": the patio during
the break, the baths (especially if there is no surveillance by adults), courts sports
and classroom. Two different cases which clarify the identification of the bullying
explained.
 Two students practice some sport in the recess and there is friction body between
them. They could hit, but there is a truce between them. It is only part of the game
and both of them laugh. Although it gives indication of aggressiveness does not
present violence or bullying.
 Two students fighting in the field, the two are annoying and have face of courage.
It is possible that somebody cry, but his face shows courage and not fear. This
is a classic example of violence, often easy to solve with the presence of parents
and educational sanctions.
In bullying, a student enjoys beating the other and no response from the attacked.
The violence is unidirectional. The victims are often the students more extroverted,
self-absorbed, timid and with low self-esteem. If called to attention, it is very possible
that the abuser threatened his partner and they argue a "game" as the first case.

3. 3
3.1 Teachers can lead to Bullying?.
Unfortunately, the teacher can contribute with the harassment of the students
themselves. It does so directly or indirectly:
Directly: when is incisive with any student of the class, if is provides to "lend
carrilla3”. When teacher shows the student against fellow mistakes, violate their
dignity. When the teacher himself violent physical or psychological students.
Indirectly: When the teacher himself, not punishes an aggression among students
or ignored complaints or reports of violence among these.
4. CONSTRUCTIVE ACTIONS TO AVOID THE BULLYING.
The Bullying begins with knowledge and the current reality of each school, as the
school coexistence and educational policies of our Governments, some suffer from
bullying to a lesser degree, but it is necessary that all acting on a problem that is
increasing in our schools, this is why I must not leave to ignore Bullying as something
normal, is for this reason that I recommend taking the following actions on the basis
of the following groups:
 Principal: as first instance must educate faculty about the phenomenon and unify
criteria of punishment for stalkers. Make awareness among the students
preventing sanctions and orienting to the respect and experience of values.
 Teaching staff: prevent, act and punish acts of violence within the institution.
Seek support from Prefecture, address and parents. Being present in the recess
with the students, regularly visit the bathroom, go to courts reduces the rate of
harassment. Should promote respect and tolerance by setting the example.
 Students: being aware of the penalties and in the presence of adults, they will
get used to live together harmoniously. Will come the moment in that not be
required the presence of teachers.
 Parents: show the same interest of avoiding violence. Check if your child could
be victim or stalker and move to call for the school to ask about the behavior of
the student. Should avoid rewarding negative attitudes and rewarding positive
attitudes that serve as support for the student.
3 Lend carrilla. Lexicon slang, Word used in speech do local, which means make jokes heavy a
person-https://es.oxforddictionaries.com.

4. 4
5. CONCLUSION.
The main goal of any educational center is to care for the integral development of
the human being. In practice, there are many exceptions. It is obvious to think that a
student would prefer to not attend classes for fear of his companions. So is it possible
that a student suffers abuse by peers and the teacher does not realize, and if you
realize not to act, or prevent abuse.
At the end bullying is one school aberration, caused by the irresponsibility of
teachers, students, parents, A situation of this category stayed in check, this is why
I think that bullying is a shared blame.
Do you learn to be aggressive?, What causes a toddler to respond with blows to his
fellow?, Aggressiveness learn it at home, in the classroom or is it innate?, Is
aggression something inherent to the human being?, What consequences does
school abuse in the early school years?, Is it possible to eradicate the school abuse
in the classrooms of the schools?, that depends?.
These are some questions related to the subject that is concerned about a change
in our way of conceiving education. There are more questions than answers, but this
is precisely philosophy of education: Question education, is a sign of progress.

5. 5
REFERENCIAS
Blaya, C. (16 de Enero de 2006). Clima y violencia escolar. Un estudio
comparativo. (S. G. Técnica, Ed.) Revista de Educación(339), 211.
Recuperado el 02 de Marzo de 2017, de
http://www.revistaeducacion.mec.es/re339/re339.pdf
Freinet, P. (1965). Revista Informativa. Redaccion. Brasil: Bilioteca virtual.
Recuperado el 02 de Marzo de 2017, de
http://www.bibliotecavirtual.com.ar/libros/filosofia/la%20educacion%20como
%20practica %20de%20la%20libertad%20paulo_freire.pdf
Montessori y Piaget. (2011). Articulo Pedagogía de Freinet Montessori y Piaget.
Psicopedagogia. Argentina: Blog Psicopedagoga Iliana. Obtenido de
http://psicopedagogailianacen.over-blog.es/article-pedagogia-de-freinet-
montessori-y-piaget-65368536.html
Nuñez, F. (2014). Diplomado en herramientas metodológicas para la formación
basada en competencias profesionales. Universidad Tecnologica de
Gutierrez Zamora,Ver., Planeación, Programacion y Presupuesto.
Monterrey: Formando Emprendedores, Tecnologico de Monterrey. Obtenido
de https://es.slideshare.net/fnunmor
Romero Angelica, P. S. (2015). Acoso Escolar en Universidades ( Bullying in
Universities). Consejo Naciona para la Enseñanza en Investigacion en
Psicologia A.C. Mexico, Enseñanza e Investigación en Psicología. Xalapa,
Mexico: Universidad Autobnoma de HIdalgo. Recuperado el 12 de Marzo de
2017, de http://www.redalyc.org/pdf/292/29242800003.pdf