Construction of School Violence in the University Context: A Multidimensional Study

Abstract

This study aims to understand the construction of school violence and the models of educational intervention that derive from its meaning. Based on the multidimensional representation of violence, different educational contexts are addressed and professional diversification is shown as guaranteeing elements in the management of coexistence. Methodologically, the work has been referenced from a socio-critical epistemological approach, aiming at interpreting the codes assigned to school violence by (pre-)professional actors (students at the University of Salamanca) of education in a scenario of legislative reforms. The results show that the phenomenon of violence is not permeable to the global paradigm present in other areas, relegating the pedagogical dimension to second place. The scant significance attributed to the educational component in the management of school violence shows the need to rethink initial training policies.