Primary school and the prevention of violence in adolescent and young males

Abstract

A gender-sensitive primary education system contributes to reducing the normalization of violence, empowers girls and boys to recognize their rights, and fosters more aware and equitable future generations. Schools, as social agents, not only transmit academic knowledge but also have the responsibility to prevent gender-based violence at its roots, building a culture of peace and inclusion. This article aims to delve into the need to improve educational work, beginning in primary school, to prevent violence in adolescent and young males. The results of a study of the manifestations of this type of violence are presented as basic elements for early intervention by schools, in conjunction with other community educational agencies. The sample subjects, belonging to two communities: one urban and one rural, are involved in the research process both as observers and as actors in preventive actions and violence, directly or indirectly. Theoretical methods were used to obtain information on the research object: historical-logical, analysis-synthesis, and induction-deduction. In addition, unstructured interviews, surveys, direct observation, and methodological triangulation were used as part of the empirical methods.