A glimpse to (cyber) bullying discourse through attenuation and intensification in high school

This article focuses on teenagers’ (cyber) bullying discourse in the classroom and social networks of Nuevo León, Mexico, used to exclude or humiliate their peers in a highschool setting. This analysis embraces a gender perspective (Estrada, 2017) and attenuation and intensification pragmatic strategies based on an operative model of argumentation (OMA) (Zárate, 2015; 2017; 2018) as a way to highlight discursive gender violence present at this school stage. The discourse used in this level of education in social networks, especially Facebook and WhatsApp, is a resource to generate social and virtual communication. However, this same discourse has also taken a turn towards a sexist and discriminatory language with the use of these new technologies. The study includes a vision of the sociocultural context, which encompasses behaviors, attitudes, values, discrimination and exclusion, practiced in a community where violence in general has increased.