School violence or educational violence: a dilemma not confronted by teachers

Abstract

This paper is the result of a series of work conducted within the framework of the project “Educational, family and social inclusion” of a research team whose aim is to analyze the processes of inclusion and exclusion from school. The paperanalyzes the meanings of school violence based on the constructions made by high school teachers in Mexico through a qualitative, descriptive study. We used a qualitative questionnaire that was answered by 57 high school teachers from the state of Puebla, Mexico, with 7 open questions to collect information about the meanings that teachers had about school violence and the possibilities of pedagogical action to reduce it. Among our conclusions is the need to think about educational violence, which is present in school spaces and materializes as damages towards the community, as well asthe violence exerted through school structures due to the inability to question what is established and recognize the dilemma of the phenomenon.