Publicado:
2026-10-19Versiones
- 2026-10-19 (2)
- 2026-10-19 (1)
Número:
Vol. 25 (2026)Sección:
Imágenes de InvestigaciónCan school conflict be considered violence? Factors that trigger school violence
¿Puede el conflicto escolar considerarse violencia? Factores que desencadenan la violencia escolar
Palabras clave:
violence, aggressor, spectator, victim, school (en).Palabras clave:
violencia, agresor, espectador, víctima, escuela (es).Descargas
Resumen (en)
This text offers a completely different vision on how necessary it is to recognize conflict and violence inside the school. Consequently, it is essential to elucidate that violence and school conflict are totally different. The study addressed the following research question: What differences exist between the concepts of conflict and violence, and how are the subjects involved in these situations understood within the school context? The base study for writing this article was supported by a qualitative paradigm with a hermeneutic approach and case study type of research, through collection techniques, such as focus groups, surveys and semi-structured interviews. Regarding the most representative findings, the lack of clarity perceived by the units of analysis towards what is understood as conflict and violence stands out; likewise, some confusions about the depth, configuration and essential features of the acts. Finally, as a conclusion it is established that there is a lack of connotation according to what the word ‘violence’ semantically represents, describing this specific term in a basic or limited way as the most relevant for its situational use in immediate contexts.
Resumen (es)
Este texto ofrece una visión diferente sobre cuán necesario es reconocer el conflicto y la violencia en la escuela. Consecuentemente, es necesario dilucidar que las situaciones de violencia y conflicto escolar son distintas. El estudio respondió a la siguiente pregunta de investigación: ¿Qué diferencias existen entre los conceptos de conflicto y violencia y cómo se comprenden los sujetos que participan en estas situaciones dentro del contexto escolar? El estudio base para la escritura de este artículo se soportó en un paradigma cualitativo con enfoque hermenéutico y tipo de investigación estudio de caso, por medio de técnicas de recolección, tales como: grupos focales, encuestas y entrevistas semi-estructuradas. En cuanto a hallazgos más representativos, se destaca la falta de claridad percibida por las unidades de análisis hacia lo comprendido por conflicto y violencia; de igual modo, la confusión acerca de la profundidad, configuración y elementos constitutivos de los actos mencionados. Finalmente, como conclusión se establece que existe una carencia sobre lo que semánticamente representa el vocablo ‘violencia’, describiendo dicho término de forma básica o acotada como el más relevante para su uso situacional en contextos inmediatos.
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Derechos de autor 2026 Bairon Jaramillo Valencia, Sonia Ruth Quintero Arrubla, Aristóteles Alexander Álvarez Correa
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