[en] According to the researchers, bullying is unfortunately undeniable, it is present in the surrounding schools and, at the same time, it is necessary to work on the problem of bullying through emotional education in order to prevent it. This Final Degree Project contains a theoretical review of the problem of bullying in the primary school stage. This report aims to design a socioemotional intervention to prevent bullying in Primary School classrooms. To this end, on the one hand, it has been opted for a methodology based on emotional education as the main means of intervention. On the other hand, the area of science is the basis of content to learn about, intervene in, prevent and reduce bullying. Firstly, an extensive bibliographical study has been carried out on the subject and emotional education as the main means of implementation in the classroom to prevent bullying. In other words, this report includes a theoretical review of the problem of bullying. The aim is to go deeper into the conceptualisation of this phenomenon: definition, origin, agents involved or individual factors (family, school and social, among others) and psychological consequences to help intervene in Primary School centres in the detection and prevention of possible incidents. This is followed by an analysis of the scope of the work and a series of conclusions that allow us to reflect on the subject. One of the conclusions is that this proposal serves to foster positive relationships between pupils and, at the same time, to prevent bullying.Therefore, this study provides a theoretical basis for the treatment of the search, both prevention and intervention through the school and families, in the face of a problem that is present in society.

[eu] Ikerlarien arabera, jazarpen-eskolarra ukaezina da zoritxarrez, inguruneko ikastetxeetan presente dago eta aldi berean, eskola-jazarpenaren problematika lantzeko beharra dago hezkuntza emozionalaren bidez, prebenitzeko. Gradu Amaierako Lan (GRAL) honek eskola-jazarpenaren arazoari buruzko berrikuspen teoriko bat jasotzen du Lehen Hezkuntzako etapan. Txosten honen helburua Lehen Hezkuntzako esku-hartze sozioemozional bat diseinatzea da eskola-jazarpena prebenitzeko LHko ikasgeletan. Horretarako, batetik, esku hartzeko bitarteko nagusitzat, hezkuntza sozioemozionala hautatu da. Bestalde, zientzien arloa edukien oinarri gisa, eskola-jazarpena ezagutu, esku hartu, prebenitu zein murrizteko. Lehenik eta behin, gaiari buruzko bibliografia-ikerketa zabal bat egin da, bai eta hezkuntza emozionalari buruzkoa ere, ikasgelan ezartzeko bide nagusi gisa, eskola-jazarpena prebenitze aldera. Hau da, txosten honek eskola-jazarpena problematikari buruzko berrikuspen teoriko bat jasotzen du. Fenomeno horren kontzeptualizazioan sakondu nahi da: definizioa, jatorria, inplikatutako eragileak edo faktore indibidualak (familiakoak, eskolakoak eta sozialak, besteak beste) eta ondorio psikologikoak gertakari posibleak detektatu zein prebenitzeko LHko ikastetxeetan esku-hartzen laguntze aldera. Jarraian, lanaren irismenari buruzko azterketa bat egin da, eta zenbait ondorio atera dira, landutako gaiari buruz hausnartzea ahalbidetzen dutenak. Ondorioetako bat da proposamen hau baliagarria dela ikasleen arteko harreman positiboak sustatzen dira eta aldi berean, eskola-jazarpena prebenitzeko. Beraz, azterlan honetan bilaketaren tratamendura zuzendutako oinarri teorikoa ematen da, prebentzioa nahiz esku-hartzea eskolaren zein familien bidez, gizartean presente dagoen arazo baten aurrean.