An Educational Resource for School Coexistence in High School: Poetry as a Tool Against Bullying
An Educational Resource for School Coexistence in High School: Poetry as a Tool Against Bullying

Summary/Abstract: Background/purpose. Poetry, as a pedagogical resource, enriches educational experience by incorporating aesthetics and expanding students’ formative process. It serves to break the cycle of manipulation, oppression, violations of rights, and the degradation of human dignity. This article aims to present the findings of a study on the use of poetry in designing strategies for the prevention and intervention of school bullying in a high school classroom. Materials/Methods. The study followed a qualitative approach with an exploratory-explanatory scope and an action research design. The sample included 12 eighth-grade students and 1 teacher from a public school in Cali, Colombia. The instruments used in the study included observation logs, document analysis, semi-structured interviews, and pedagogical interventions. The data analysis was conducted through the interpretation of coded data organized in an EXCEL matrix. Results. Findings highlight that poetry is a powerful tool in addressing bullying, enabling adolescents to convey meaningful messages, fostering reflection, awareness, and the development of empathy among peers. This, in turn, contributes to creating a safer and more respected school environment. The primary outcome of the study was the generation of a poetry book structured as a guide for addressing bullying in school, comprising promotion, intervention, prevention, and follow-up strategies. Conclusion. Reading and writing poetry during adolescence provides a pathway to recognize and report abuses that disrupt human dignity while also offering a platform for exploring possible solutions from within vulnerable spaces such as schools.

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