Los factores que afectaron el proceso del diseño de la política pública contra la violencia escolar en el Perú : aportes para el análisis y desafíos pendientes (2011-2018
Date
2019-08-29
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Pontificia Universidad Católica del Perú
Abstract
En los últimos años el bullying y la violencia escolar se han empezado a visibilizar
como problema social, principalmente debido a la presión mediática y como
resultado de la incidencia de algunas organizaciones preocupadas por el tema.
Esto ha tenido como resultado la promulgación de la Ley N° 29719 en el 2011,
hito central a partir del cual se empiezan a generar nuevos dispositivos de política
a fin de enfrentar el problema.
El objetivo de esta investigación es explicar los factores que afectaron y
dificultaron el proceso de diseño de la política pública contra la violencia escolar
en el Perú (2011–2018). Para ello, se analizan los tres principales dispositivos
de política creados para combatir este problema: la Ley N° 29719 (2011), la
“Estrategia Nacional Contra la Violencia Escolar” (2013) y los “Lineamientos para
la Gestión de la Convivencia Escolar, la Prevención y la Atención de la Violencia
Contra Niñas, Niños y Adolescentes” (2018). Se sostiene que la política y sus
dispositivos presentan inconsistencias y debilidades que son explicados por tres
factores principales: 1) la naturaleza compleja y multidimensional del problema,
que afectó el proceso de estructuración del mismo; 2) la inestabilidad y los
cambios en las gestiones ministeriales, que afectaron la continuidad y
articulación de la política; 3) la escasa disponibilidad de información pertinente y
confiable, que no permitió un diagnóstico inicial claro sobre la problemática.
During the last years, the bullying and the school violence have begun to be seen as a social problem, mainly due to the media pressure and as a result of the influence of some organizations worried about the subject. This has caused that Law No. 29719 “Law that promotes the coexistence without violence in the education institutions” was enacted in 2011; this is the central milestone from which new policy devices begin to be generated in order to face the problem. The objective of this research is to explain the factors that affected and complicated the process of public policy design against the school violence in Peru between 2011 and 2018. For that purpose, the three central policy devices that were created to fight this problem are analyzed: Law No. 29719 (2011), the “National Strategy against the School Violence” (2013), the “Guidelines for the Management of School Coexistence, and the Prevention of and Attention to the Violence against Children and Adolescents” (2018). It is argued that policy and its central devices have inconsistencies and weaknesses that are explained by three main factors: 1) the complex and multi-dimensional nature of the problem that affected its structuring process; 2) the instability and changes in the ministerial administrations that affected the continuity and coordination of policy; 3) the poor availability of appropriate and reliable information which did not allow a clear initial diagnosis on the problems.
During the last years, the bullying and the school violence have begun to be seen as a social problem, mainly due to the media pressure and as a result of the influence of some organizations worried about the subject. This has caused that Law No. 29719 “Law that promotes the coexistence without violence in the education institutions” was enacted in 2011; this is the central milestone from which new policy devices begin to be generated in order to face the problem. The objective of this research is to explain the factors that affected and complicated the process of public policy design against the school violence in Peru between 2011 and 2018. For that purpose, the three central policy devices that were created to fight this problem are analyzed: Law No. 29719 (2011), the “National Strategy against the School Violence” (2013), the “Guidelines for the Management of School Coexistence, and the Prevention of and Attention to the Violence against Children and Adolescents” (2018). It is argued that policy and its central devices have inconsistencies and weaknesses that are explained by three main factors: 1) the complex and multi-dimensional nature of the problem that affected its structuring process; 2) the instability and changes in the ministerial administrations that affected the continuity and coordination of policy; 3) the poor availability of appropriate and reliable information which did not allow a clear initial diagnosis on the problems.
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Violencia escolar--Perú, Educación y Estado--Perú, Políticas públicas--Perú
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