Anti-Pedagogical Conduct And Anti-Pedagogical Damage: Substantive Pedagogical Illicitness in the Face of Non-Compliance with the Duty of Protection. A Five-Case Study

Abstract

This research unravels how, based on the circumstances that led to the implementation of virtual education, motivated by the 2020 crisis, the possibility of making visible anti-pedagogical acts and conducts in educational processes was generated. Objectives: to identify, differentiate, and characterize the substantive and procedural figures that concretize anti-pedagogical damage through a case study. Methodology: qualitative research was developed in which the status of anti-pedagogical conduct originating from pseudo-educators was addressed, who, despite their juridical position, configured pedagogical substantial illicitness towards and for their students, victims of anti-pedagogical damage. Results: The findings show that anti-pedagogical conduct constitutes a frequent phenomenon within the educational environment, regardless of school level or country, since pseudo-educators who cause damage to their students through these conducts proliferate within the school environment. In short, these conducts are suffered constantly, repeatedly, and systematically by students who do not possess means, mechanisms, or tools to defend themselves from such situations. Conclusion: It becomes a pro homine necessity to develop and adopt a pedagogical disciplinary process that sanctions pseudo-educators for the anti-pedagogical damages caused. Likewise, the research supports the defense and necessity of the use of cell phones in Colombian educational institutions, whether private or public, as it was confirmed that cell phones and social networks made it possible to make visible the violence exerted by pseudo-educators.