Abstract

Objective: address hate speech in society and, above all, its irruption in schools. This is a factor that challenges the teaching and learning processes of teachers, constituting their increase in a response to feminist movements and to diversity and dissidence. Methodology: it is a case study with 6 teachers from various Chilean schools, with semi-structured interviews aimed at investigating their conceptions, the origins of hate speech, possibilities and proposals of teachers to work counter-narratives of hate, effects of hate messages. hatred from gender perspectives in their teaching practices and work processes implemented with the students. Results: the origin of the phenomenon is located in families and in social networks, considering critical thinking and a flexible curriculum as the main tools to generate counter-narratives of hate in teachers Conclusions: we are witnessing a violent irruption that deepens in the inequalities of gender, a situation that is being normalized and that is of great concern to teachers who, faced with such problems, say they do not have the tools or the skills to work on it, except to continue with the official content.