Silent reading and analgesia of the forgotten body: study on aggression and reading in children of an Educational Institution of Medellín

Abstract

The article describes the results of a completed research that dealt with the relationship between the acquisition of reading and aggressive behavior in a group of third-grade children from a public educational institution in the city of Medellín. The article states that reading not only offers advantages as is known, but also risks that can have worrisome consequences in a world that increasingly demands empathic and assertive links. The research turned to methodological complementarity; in this way, the qualitative approach allowed, based on the multiple case study with an inclusive design of five subunits of analysis, to rely on non-participant observation and the semi-structured interview to apply the constant comparison method to achieve novel findings. The main results allow proposing a new taxonomy of emotions, which reveals subtle and unnoticed forms of aggression in school.