ANALYSIS OF THE BOOK

INVISIBLE AND ITS RELATION

WITH HISTORY OF SCHOOLING
IN SPAIN
 INDEX

1. Introduction……………………………………………………………………………2

2. Meaning of bullying………………………...…………………………………………3

3. Critical comment about the book………………………...……………………………4

4. Interesting facts we found out………………………………………………………..13

5. Conclusion……………...…………………………………………………………….14

6. References...………………………………………………………………………….16

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 INTRODUCTION

First of all, it is necessary to specify that when we were doing this work we wanted to focus on a
current relevant issue of society (although it is not given adequate importance to it) that was
interesting for both us and the readers. In the end, we opted for bullying (the main theme of the
chosen book called Invisible), since in many cases it is mistakenly resorted to normalization or
minimization, not giving it the importance it truly deserves.

"Invisible", a book that has exceeded all our expectations, which in addition made us understand
much better (by putting us in the shoes of the character who narrates the facts in a unique and very
personal way) a very sad event, while important, such as bullying. It has also helped us to reflect on
the society we live in and to study certain behaviors that are not correct.
Without a doubt, it is a book that helps you a lot to be aware of the magnitude of this problem and that
is useful to awaken your critical sense, which is an essential aspect in all kinds of areas of life.

The protagonist claims to be invisible (understanding this metaphor at the end of the story) and
describes his life inside and outside his educational center, in which he is surrounded by people who
do not seem to be monsters, although deep down they are, either directly or indirectly.
In addition, this tragic situation makes him believe he develops a series of powers without any
effectiveness against his sister unlike what happens with the rest.

Bullying is presented little by little in the life of the invisible child until it almost devours him. Among
a multitude of violent and senseless situations, It all starts from a slight blow to the back by a ball of
paper, then by chalk, until more then he ends up being humiliated in public through laughter, boos,
beatings or videos of these aggressions against him that are expanded quickly in social media.

This heartbreaking story confirms that the fear of being the next to be harassed is the great culprit that
others do not intervene in this type of discriminatory situations (a pattern that has been repeating itself
along history). It is much easier to laugh at the jokes and humiliations of the popular boy instead of
getting into trouble by defending the one that everyone points out as weird and nerd, regardless of the
traumatic consequences that these aggressions will have on the bullied boy.

MEANING OF BULLYING

This social issue came up many years ago, and it is linked to the academic field. Bullying
means intentionally attacking physically or verbally someone unable to defend him/herself.

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Furthermore, in the technological era we live in, there is also cyberbullying, which is an
aggressive behavior displayed through digital media.
Multiple variables have been related to bullying including perceived emotional intelligence
(PEI) and optimism. Dan Olweus (1983) was one of the first to investigate this topic and has
studied the negative effects of this problem, which are the lack of self-esteem, the state of
anxiety or even the fall into depression. According to the United Nations Organization, two
out of every ten children suffer bullying at school. In Spain, concern was aroused by the
suicide case of Jokin Ceberio, aged 14, in 2006. It was not the first case, but it was the first to
reach the media and promote the creation of campaigns against this problem.
In fact, Spain is one of the European countries with the highest rates of bullying.

● Why does violence take place?

This problem tends to appear as a result of prejudice, which is usually caused by the
difference in culture and even intolerance towards certain groups in society, so aggressive
behaviors that reveal episodes of bullying are also due to a lack of education. From schools it
is necessary to analyze the environment of the aggressor.
Many teachers believe that this behavior goes back to traditional school, due to the existing
discipline and rectitude. The traditional school contributes ,in part , to the creation of these
situations in which an aggressor ,with the company of others who follow him (sometimes for
following the leader and other times simply because they get carried away by “populism”)
bully someone.
Some aspects in which the traditional school supports these situations are: the tendency to
minimize aggressions, the traditional treatment of diversity, is neglect of social relationships
and the insufficiency in the response to school violence.

● How can we prevent violence?

Education is the basis of human behavior, of the conduct that society takes. Therefore, from
an academic point of view we can improve the following aspects:

- Adapt education to social changes: base education on values (respect, inclusion and
diversity).

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 - Improve the quality of the educational link: it has been always believed that teachers
are guides in the process, but we must give students a more active role, through
cooperative and collaborative work.
- Develop alternatives to violence: we must dialogue with students, give them
confidence and support them personally.
- Prevention programs.
- Cultural, tolerant and non-sexist activities: teaching values ​such as self-confidence,
honesty, empathy.

CRITICAL COMMENT ABOUT THE BOOK.

To introduce this section we have to go back to the beginning of history. It all started the day
when the popular boy (nicknamed MM) who had not studied for the exam, asked our main
character, who was a hard-working person, to exchange their math exams so he could pass .
Surprisingly, our invisible boy refuses to do this and this is how his unfortunate storyline
begins.
“Una mente -y sobre todo un cuerpo-, acostumbrada a conseguir siempre lo que quiere,
quizá por eso no acaba de asimilar lo que ha ocurrido. Hace ya mucho tiempo que no escucha
un no por respuesta, ni en su casa, ni en el colegio, ni en la calle... porque un NO significa
convertirse en su enemigo. Es alto, fuerte y guapo, y piensa que en la sociedad en la que vive
no le hace falta nada más. Tiene, además, dos años más que sus compañeros” (p.60).

To carry out a deeper analysis of the writing, we must specify a series of relevant sections in
relation to everything that bullying entails:

● Comparison of the two different realities between the victim and the harasser

After this incident , MM begins to harass the protagonist through social media, causing him
to be even more afraid and less eager to return to class. The "cowardly" attitude of the
invisible boy who prefers not to answer these threatening messages, gives adrenaline and
confidence enough to the bully to keep going.
The comparison of how each boy starts the following week is monumental (the first being the
victim perspective and the second one the point of view of the bully):
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 “Y llega el lunes sobre un chico que no tiene ganas de ir a clase. Mira a la ventana
deseando que nieve tanto que no pueda salir a la calle, que llueva de tal forma que parezca
que el mar está ahí mismo, que haga tanto frío que se le congelan hasta los miedos…pero no,
hace sol” (p.79).

“Llega el lunes sobre un chico con nueve dedos y medio que tiene más ganas que nunca de
ir al instituto. Mira a la ventana deseando que haga sol, que no haya ninguna excusa para no
asistir a clase. De todas formas sabe que hoy iría aunque hubiera mil tormentas, aunque
cayera tanta nieve que bloqueara las carreteras, aunque el frío no le dejara caminar por la
calle... de hecho, hoy ni siquiera estando enfermo dejaría de ir.” (p.80).

We can clearly see how, for the first time, going to class for MM is something that arouses
enthusiasm and joy, while for the poor invisible boy it is the opposite.
Next we will try to give an explanation (not with the intention of justifying it, but to be aware
of all the influential factors) to the irrational behavior that these types of people have.

● The reasons why a person may become a bully

In this case we are shown that MM wants to maintain his social status since he cannot stand
out in the academic field and therefore mocks precisely that person he envies in that aspect:

“De hecho, a veces ni siquiera sabe por qué lo hace: para que los demás se fijen en él, para
mantener el estatus de ser el más fuerte, para compensar lo mal que se siente por dentro
cuando piensa que ha repetido curso, para ocultar la envidia que siente del chico avispa…”
(p.116).

However, this character wishes he had the intellectual capacity of his classmate and feels
inferior on many occasions because he cannot improve:

“Sabe que suspendiendo los exámenes será más popular, más respetado, más temido... pero
en su interior crece una realidad distinta. La que le hace entristecer en la intimidad de su
habitación cuando piensa que no es capaz de ser más listo, que siempre será el tonto de la
clase; el malo, sí, el popular, el guapo, el fuerte... y también el torpe, el que no da para más.
Por eso, para compensar esa debilidad que jamás confesará a nadie, utiliza la violencia, pues
de momento le funciona.” (p.84)
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Just as it does not stand out in school, the same thing happens in his family environment,
since he does not receive the attention that any child deserve and would expect:

“Es entre ese huracán de sensaciones cuando se hace las preguntas que nunca desearía
hacerse: ¿por qué nadie le da un beso en casa? ¿Por qué su madre hace todo lo que él le dice
sin rechistar? ¿Por qué nadie le pregunta cómo se siente al tener solo nueve dedos y medio?
¿Por qué sus padres siempre que en verano va sin camisa por la casa son incapaces de mirar
hacia esa cicatriz que lleva en el pecho, sobre el corazón?... y, sobre todo, ¿por qué su padre
nunca nunca habla con él de lo que ocurrió hace unos años? Eso es lo que más le duele, lo que
más daño hace a un cuerpo que, en realidad, por dentro sigue siendo un niño. A veces odia a
su padre por lo que ocurrió, pero otras veces no, otras veces solo lo odia por cómo han
seguido las cosas después.” (p.117)

That is why he tries to fill that void by being the center of attention between his classmates.
Introducing himself as the popular and cool guy, the one who everybody cheers up:

“Lo que más le gustaba a MM era hacerme daño delante de la gente, para que todos se
rieran de mí, para sentirse importante, con poder” (p. 98).

● The other (invisible) face of violence

So far we have only talked about the bully and the bullied but there are many more people
involved, whom the main character calls monsters: people who think that by not contributing
directly to the act of humiliating another are not part of the problem. However, this
self-pitying thinking is wrong, for precisely by doing nothing, by not trying to stop the
aggressor they are favoring that he continues to completely control the situation being
unpunished and therefore feeling untouchable. From the following quote we can confirm how
cruel it is to ignore such a situation:

“Es entonces cuando se da cuenta de que para ser un monstruo no es necesario hacer algo
especial, a veces basta con no hacer absolutamente nada”. (p.60)

Remaining in ignorance is the easiest and most comfortable, but it is certainly a selfish and
unempathetic act. This is how we know the invisible face of violence:
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 “Ha descubierto además la otra cara de la violencia, la que nunca se menciona: la de quien
mira y no hace nada. La de todos esos compañeros que se han acercado a ver el espectáculo
pero han decidido no intervenir; la de los que, ante una pelea, solo saben sacar la cámara de su
móvil para poder presumir después del momento; la de esos que ante un accidente prefieren
hacer de todo menos ayudar; la de aquellos que ante una injusticia giran la cabeza hacia el
otro lado, hacia donde no hay nada que ver. (p.88).

In addition, in this story (and of course also in real life too) it is common for the crowd that
observes this type of situation to record it and to share the video that they, incoherently, find
funny, which further humiliates the victim :

“Lo que el niño avispa no supo en aquel momento es que mientras él iba en una
ambulancia hacia el hospital ese vídeo ya volaba como un virus de móvil a móvil: WhatsApp,
Facebook, Instagram, YouTube…” (p.112).

And what is even meaner is that, as mentioned in the book (p.113), no one asks why nobody
helps the poor child who suffers in the video. This shows that there are many “monsters” , as
he called them, in society. Those who do, those who watch (including teachers and parents),
those who record the video and laugh and even encourage the aggressor to continue
exercising his role:

“Eso y ver que los demás le ríen las gracias , que algunos incluso lo animan; ver que
tiene el respaldo del resto de la clase, destacar delante de los demás. Sabe también que, de
alguna forma está protegido en el instituto. Los profesores no dicen nada, la directora nunca le
ha llamado y en las salidas y entradas al instituto ningún padre ve nada, cada uno va a la suya,
con sus hijos” (p.121).

The fear of being the next one to be discriminated, leads the protagonist 's own friends to stay
out of the situation:

“¿Pero por qué dejas que te lo quite? -me preguntaba Kiri, me preguntaba otra amiga
suya, me preguntaban algunos de mis compañeros.
¿Y por qué no me ayudáis?, pensaba yo”. (p.92).

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Even when one of his friends thinks that maybe he can intervene to help, he realizes that fear
has taken him over:

“Pero al instante se pone a pensar en qué va a hacer si llega a los baños y ve a MM

pegando a su amigo. Nada, eso es lo que hará, nada porque él también tiene miedo, mucho
miedo de que todo lo que le está ocurriendo a su amigo le pueda ocurrir después a él. Y entre
la amistad y el miedo, en esta ocasión puede lo segundo” (p.128).

● Consequences of bullying

Society will be less ignorant when it begins to accept that bullying not only affects the
harassed, but harms their entire environment. Of course, a direct pillar that this situation
affects is the family. In this case, in the following textual quote, we will see how the waste of
a simple sandwich derives and symbolizes much more in the life of the victim:

“Y tras descubrir esas dos caras de la violencia observa de nuevo el suelo para darse
cuenta de que ahí no solo hay un bocadillo destrozado, hay muchas cosas más. En ese
bocadillo está el mundo -su mundo- entero: está el llegar tan tarde de su padre cada noche
cansado de trabajar; está también el madrugar de una madre que tiene que limpiar casas
ajenas para que al final de mes el sueldo llegue; en ese bocadillo están algunas de las
excursiones que no ha podido hacer, las zapatillas de moda que no ha podido comprarse, el
viaje al parque de atracciones al que no ha podido ir, todas las películas que no ha visto en el
cine... Ahí, en el suelo, está parte de su vida, está el esfuerzo de toda una familia para salir
adelante.” (p.88).

Another consequence of bullying is the social isolation of the victim, in such a way that he
feels totally alone and misunderstood:

“Bueno, de momento era viernes, me quedaba todo el fin de semana para ser feliz. Eso sí,
si desconectaba el móvil, si no hablaba con nadie, si me aislaba de todos…” (p.102).

In addition, in order not to receive more damage than necessary, our protagonist tells (p.125)
how he tries to get fewer grades in exams, not raise his hand in class, not take any valuables
to school and of course, the one he considers most important: never go anywhere alone and

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less to the bathroom. To comply with this last rule, the boy tries not to drink water at school
even if he is dehydrated.

● The metaphor of the dragon. The only person who acts instead of staring

The dragon maintains an essential role throughout the story, since he is the one who fights
against injustice and gives the importance it deserves to the bullying situation that the
protagonist lives in.
As we have been saying throughout the writing, most of society prefers to opt for a more
comfortable and simple attitude, which is ignorance, than to face the problem and help those
who need it. This is the sad society in which the book is set, but the truth is that this happens
every day anywhere in the world, not only in the book, which is trying to make us reflect on
the following fact:

“Mirad, el mundo está lleno de guerreros, el problema es que valientes hay muy pocos y
en cambio cobardes hay por todos lados: en la calle, en el trabajo,en el instituto, incluso
podríamos encontrarlos en esta misma clase” (p.152).

Therefore, the "cowards" in this way ignore the problems and minimize the consequences , as
we can see in the following quote:

“Y son justamente esas tres palabras «cosas de críos» las que hacen que el dragón se
mueva. Un dragón que no es capaz de olvidar lo que ocurrió hace ya muchos años sobre la
espalda de quien ahora mismo vive. También entonces eran cosas de críos, hasta que esas
cosas de críos se van de las manos y todo acaba mal (p. 133).

The dragon is very different from the rest of society. If he wants to support the bullied and
end MM's abuse, he prefers to act than ignore the situation, so he pressures the teacher to do
so:
“Es ahora, en la soledad de un pasillo sin testigos, cuando se va a librar una batalla. No
entre la profesora y MM, sino entre el dragón y ella misma. Ambos saben que su futuro en el
instituto depende de quién gane en ese momento. El dragón le dice que lo arrincone contra la
pared y allí le apriete el cuello hasta que no pueda respirar, que le escupa fuego en la cara, que
le arañe hasta que no le quede piel en el cuerpo... Ella sabe que ahora mismo podría hacerlo,

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 incluso le duele pensar que querría hacerlo. Y aun así intenta calmar la venganza que lleva
tatuada en la espalda” (p. 141).

The dragon, which is a symbol of the teacher’s past and scars, comes to end this society in
which we are, and to create awareness because those we ignore or harass may be people who
help us in the future.

“Os deberíais preguntar quiénes suelen ser las personas más ricas del planeta. No son las
que se pasan el día tumbados en el césped, o las que están todo el día mirándose al espejo a
ver cómo les han quedado las uñas o las mechas nuevas, ni las que pierden horas enganchadas
al móvil, ni siquiera las que tienen talento y lo desperdician, no, no son esas las que se hacen
ricas.Por eso, antes de reíros de una persona que estudia, que quiere ser algo, que quiera
aportar algo a la sociedad, pensad en quién os curará cuando estéis enfermos, quién os salvará
la vida cuando un parto se complique, cuando tengáis un accidente...
Y es en ese momento cuando, sin verlo, MM sabe que el dragón va a ir a por él, que le va
atacar sin piedad. Y es en ese momento cuando la profesora nota que algo se mueve en su
espalda, sabe que va a tomar el control de la conversación.”(p.170).

The dragon comes to make us escape from ignorance, so that we can see again who is having
a hard time and needs help, the dragon will make the main character visible again:

Este dragón apareció cuando yo quería desaparecer, él vino para darme la posibilidad de
volver a ser visible. Durante años yo no quería que nadie me viera sin camisa, no quería ir a la
piscina, ni a la playa… (p.158).

In conclusion, the dragon helps us realize that we have to be people who fight against
injustices and not do irrational acts against others. We must build a society full of visible
people.

● The metaphor of the "invisible" boy (superpowers)

Our protagonist develops throughout the book a series of “powers”, the most important being
his invisibility. At first, we didn't think that this was meant to be a metaphor for
understanding the meaning of the book, but rather that it was a fictional book. The truth is
that being invisible is the justification used by the protagonist to explain the ignorance of all
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the people around him in all areas, at school, at home and on the street. For him it was
impossible to believe that people did not want to help him, he thought that it must be that
they could not, because they did not see him. This just shows the innocence of the child and
makes us think about the negative aspects of the society in which we live. The following
quote shows what has been said:

¿Y si esa no era la primera vez que me hacía invisible? ¿Y si durante los últimos
días, las últimas semanas, sin yo saberlo, me había hecho invisible muchas otras
veces?
-¡Claro! grité. Eso lo explicaba todo, eso explicaba que la gente nunca me ayudara,
que nadie viera nunca nada, que nadie hiciera nada por mí... claro, es que era
invisible! Por eso, cada vez que yo salía corriendo y MM y sus amigos me perseguían
por la calle, la gente solo los veía a ellos, seguramente sólo verían a unos chicos que
iban corriendo sin más por la calle, nada más, por eso nunca nadie me ayudaba. Por
eso, cuando después de las clases yo salía corriendo y me chocaba con los familiares,
nadie decía nada, solo notaban el golpe de algo, se quedaban extrañados pero no
hacían nada. Por eso cuando me pegaban en los pasillos, cuando me quitaban el
bocadillo en el recreo o cuando me tiraban al suelo ningún compañero me ayudaba,
ningún profesor les castigaba... ¡Claro! ¡Seguramente no podían verme! Aquello lo
explicaba todo: explicaba que nadie me ayudara nunca, la gente no podía ser tan mala,
imposible, tenía que haber una razón por la que nadie viera nada de lo que me pasaba.
(p.147).

“Por eso en casa nadie ha notado que en su cuerpo ya no hay ilusión, que su rostro
solo dibuja sonrisas forzadas y que sus ojos casi siempre miran a ningún sitio. Por eso
no se han fijado en que jamás se apoya en el respaldo de las sillas; ni se han dado
cuenta, tampoco, de que cada vez sobra más pan porque los bocadillos cada día son
más pequeños.” (p.149).

The ignorance of the people reached such a point that not even his loved ones could see him,
not even the girl who was in love with him was brave to defend and help him, she joined the
crowd, looking to the side:

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 “Lo malo de ser invisible es que tampoco te ve quien quieres que te vea. Kiri ya
no me veía” (p. 165).
But, the reality is different, he was not invisible, but people pretended not to see him because
they did not want to be the next to be harassed or it was simply easier to do nothing, adopting
the opposite attitude of the dragon. The following part we are quoting, made us reflect a lot
because of how sad is to read the way the child used his innocence to cover up the evils of
society:
“Y después está la otra realidad, la que todos sabemos pero él ni siquiera
contempla: quizá es visible ahora porque siempre lo ha sido. Pero claro, eso sería
admitir algo demasiado duro para un cuerpo tan frágil: significaría admitir que
durante los últimos meses todo el mundo ha visto lo que le ocurría y nadie ha hecho
nada para ayudarle. No, esa opción ni siquiera la contempla.” (p.192).

We are used to living in an ignorant world, situations like this have been taking place since
the beginning of schooling and no one has seemed to care: teachers don’t talk about it, books
teach us nothing related to this issue, children who suffer from bullying are silenced.
In the XXI century this is getting more visibility but what is the point? Still 7 out of 10
children in our country, according to the data from a study made by the ONG International
Bullying Sin Fronteras made between January 2020 and September 2021, suffer from
bullying. These results are quite worrying.
Many questions came to our minds when we first read this data : Why has no one tried to stop
this? What is the main problem? Is it the teachers? Is it the education children are given at
home? Do we live in a hypocrite society?
Trying to understand this issue we found other interesting data to share. 1 out of 5 teachers in
Spain admit not to be ready or the ability to deal with bullying or solve it. They do not
consider themselves qualified to help their students. And more than 53% of teachers in our
country believe that educational centers usually hide bullying cases so their schools don’t
have a bad image.
We wanted to highlight this because we are becoming teachers and this should be something
that concerns us. Even if we don’t receive a formation about this directly we should be fully
prepared to handle these situations in the future if we truly want to change things. Knowing
obviously that we are not going to be world wide peace makers but taking into account that

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little by little we can change how schooling works to make it a better and safer space for
everyone.

INTERESTING FACTS WE FOUND OUT

Do you know who Ramón y Cajal is? It might ring you a bell. He was a Spanish doctor who
was specialized in histology and anatomy and he is considered to be the father of
neuroscience. Ramón y Cajal even won The Nobel Prize in Physiology or Medicine in 1906
jointly with Camillo Golgi "in recognition of their work on the structure of the nervous
system”. I’m pretty sure you have at least heard something of him in school but have you
ever been taught that he was bullied when he was a child?

An interesting and historic analysis of bullying during the history of Spain was made and
there was hard evidence of how he suffered from this. In his own book “Recuerdos de mi
vida”, the author admits to having had trouble during his stay in Ayerbe (1860-1861), and
then in Huesca (1861), when some of his classmates marginalized and made fun of him
aggressively. It happened in a time that was noticeable for its social unrest, the exile of Isabel
II and the First Republic. According to the author when he arrived at Ayerbe at the age of six
he was bullied for the first time:

“Mi aparición en la plaza de Ayerbe fué saludada por una rechifla general de los
chicos. De burlas pasaron a las veras. En cuanto se reunían algunos y creían asegurada
su impunidad, me insultaban, me golpeaban a puñetazos o me acribillaban a pedradas.
¡Qué bárbaros éramos los chicos de Ayerbe!” (1923).

Years later these problems took part again in his life when he moved to Huesca and started
going to high school there. He was twelve years old and a guy six years older started being
verbal aggressive with him, he used to insulted him everytime and one day he started
physically aggressing him too, giving him beatings repetitively.
Since he had no help from no one he decided to not confront his bully and wait till it was the
correct time, preparing himself to fight him in order to beat him.
In his autobiography, he narrates the effort he made to get himself in shape. When he felt
prepared he chose an opponent, who was his first bully. This ended up with the bully
admiring him and his courage, he even admitted his merits and recognized his value and this
is how he ended the bullying cycle. The comment Ramón y Cajal exactly made about
bullying is remarkable:

“Esto que a muchos parecerán chiquilladas, tiene decisiva importancia no sólo

para la formación del carácter, sino hasta para la conducta ulterior durante la edad
viril”

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Like our main character , Ramón y Cajal, also suffered from bullying and had no one on his
side to protect him. Although, this happened more than a 100 years ago and this should have
stopped already, but it hasn’t.

CONCLUSION

To conclude, we wanted to point out that we have not only chosen this book for its broad
didactic value and its applicability to reality, but also for its close relationship with history
and this subject.
This book has helped us to understand to a large extent the reality in which we live, which we
may not have stopped to think about before. Adopting, most of us in general, a selfish and
heartlessness attitude, that is, we look for our interest instead of putting ourselves in the place
of the other, as has happened throughout history of schooling, there has always been a
normalization to violence between kids, never really looking for a solution and not expecting
things to change:

“Un punto a destacar es que vivimos en una civilización en la que tenemos por
costumbre minimizar los problemas y el bullying no es una excepción. Muchos, como
ocurre con la directora del colegio en el libro, se atreverían a denominar el acoso
escolar como cosas de críos” (p.133).

In addition, there are very few books that talk about this issue and we consider that we should
be more aware of this situation and make it more known, since, as we have said, it is a
problem that has been occurring throughout the history of the school and today it is not yet
given the importance it deserves.
Therefore, from our point of view, the intention of the book is that we stop being "monsters"
as the protagonist calls the ignorant. We have a mission as future teachers and is to start
making people visible. We must create a better society, where support and respect are the
basis. No matter who is the "cool" or the one who gets the best grades, all members of society
should feel equally included in it. The book wants to take us towards a new vision of society,
which awakens our awareness about the world full of selfishness in which we live and
advance in history, ending problems that have existed for so long.
In short, bullying must end, and the first step to achieve it is to have a greater awareness of it
and its effects, which not only affect the bullied and can be very serious. Surely, at some
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point in our lives we have all looked the other way, but reading this story achieves an
immense personal evolution, which has made us realize that we want to be visible and make
others visible too. Let's stop being monsters and let’s open the way to a better society.

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Moreno, E. (2018). Invisible. Nube de Tinta

Fedulova, A. (2021). Acoso escolar: se visibiliza más, pero no se acaba. Magisterio.

https://www.magisnet.com/2021/05/acoso-escolar-se-visibiliza-mas-pero-no-se-acaba/

Carpintero, H. (s.f). El acoso escolar (bullying) en España. Consideraciones desde la

psicología.BOE.
https://www.boe.es/biblioteca_juridica/anuarios_derecho/abrir_pdf.php?id=ANU-M-2017-10
000500042

The Nobel Prize in Physiology or Medicine 1906. (2023). Nobel Prize.

https://www.nobelprize.org/prizes/medicine/1906/summary/

Santiago Ramón y Cajal. Biografía.(2020). Cervantes.es.

https://www.cervantes.es/bibliotecas_documentacion_espanol/creadores/ramon_y_cajal_santi
ago.htm

Serrano,E. et al. (s.f.). A structural model of the relationships between optimism and
perceived emotional intelligence on bullying victimization and health.
https://riuma.uma.es/xmlui/bitstream/handle/10630/10835/Abstract_Serrano-Ibáñez_
et_al_PEI_Optimism_Bullying_Health_def.pdf?sequence=1&isAllowed=y

Pérez, V. (2017). El bullying, un tema de actualidad.

https://riull.ull.es/xmlui/bitstream/handle/915/6764/El%20bullying,%20un%20tema%2
0de%20actualidad..pdf?sequence=1

Sánchez, E. (s.f.). El bullying y la violencia escolar. Revista Internacional de Apoyo a

la Inclusión, Logopedia, Sociedad y Multiculturalidad, vol. 3, (no. 1), 2017, págs. 91-105.
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