Understanding School Violence in Colombia
The article presents a state of art of Colombian studies on school violence published from the country's education faculties. It offers a historical overview of the emergence of research on the issue of school violence from the national, Latin American, and global context, with a description of...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12101 |
| _version_ | 1801706729378938880 |
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| author | Caballero-León, Laura Marcela |
| author_facet | Caballero-León, Laura Marcela |
| author_sort | Caballero-León, Laura Marcela |
| collection | OJS |
| description | The article presents a state of art of Colombian studies on school violence published from the country's education faculties. It offers a historical overview of the emergence of research on the issue of school violence from the national, Latin American, and global context, with a description of the trends and approaches that have predominated in the analysis of the problem, and a state of the debate that questions the process of theoretical construction of the concept of school violence. The period of inquiry spans from the 90s. Methodologically, the proposal was oriented to investigate the research on school violence carried out from the faculties of education that responds to the epistemological and political interest of the question about violence in school. In addition to constructing a balance of the state of the question, the article raises new research problems derived from knowledge about the intellectual production of a specific topic in the educational field. It is especially located in the question of the subjects and the constitution of subjectivities from what is said about the school, the students, and the violence. The article concludes that school violence became a problem from the political speech and from there it was located in the school. There is still an unresolved epistemological void around the concept of school violence. The distance between the concepts of violence and school united in the category of school violence may be generating important contradictions between educational designs for conflict resolution and educational strategies for peace at school. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-12101 |
| institution | Revista Pensamiento y Acción |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-121012021-07-12T07:59:56Z Understanding School Violence in Colombia Comprensión de la Violencia Escolar en Colombia Caballero-León, Laura Marcela concepto discurso educación para la paz escuela violencia concept discourse peace education school violence The article presents a state of art of Colombian studies on school violence published from the country's education faculties. It offers a historical overview of the emergence of research on the issue of school violence from the national, Latin American, and global context, with a description of the trends and approaches that have predominated in the analysis of the problem, and a state of the debate that questions the process of theoretical construction of the concept of school violence. The period of inquiry spans from the 90s. Methodologically, the proposal was oriented to investigate the research on school violence carried out from the faculties of education that responds to the epistemological and political interest of the question about violence in school. In addition to constructing a balance of the state of the question, the article raises new research problems derived from knowledge about the intellectual production of a specific topic in the educational field. It is especially located in the question of the subjects and the constitution of subjectivities from what is said about the school, the students, and the violence. The article concludes that school violence became a problem from the political speech and from there it was located in the school. There is still an unresolved epistemological void around the concept of school violence. The distance between the concepts of violence and school united in the category of school violence may be generating important contradictions between educational designs for conflict resolution and educational strategies for peace at school. El artículo presenta el estado del arte de los estudios colombianos sobre violencia escolar, privilegiando las publicaciones elaboradas desde las facultades de educación del país. Ofrece un recorrido histórico del surgimiento de las investigaciones referidas al tema de la violencia escolar desde el contexto nacional, latinoamericano y global, con la descripción de las tendencias y enfoques que han predominado en el análisis del problema y un estado del debate que cuestiona el proceso de construcción teórica del concepto violencia escolar. El periodo de indagación abarca desde la década del 90. Metodológicamente, la propuesta se orientó a indagar por las investigaciones sobre violencia escolar realizadas desde las facultades de educación que responde al interés epistemológico y político de la pregunta por la violencia en la escuela. Además de construir un balance del estado de la cuestión, el artículo plantea nuevos problemas de investigación derivados del conocimiento sobre la producción intelectual de un tema específico en el campo educativo: La violencia Escolar. Se ubica especialmente en la pregunta por los sujetos y la constitución de subjetividades a partir de lo que se dice sobre la escuela, los estudiantes y la violencia. El artículo concluye que la violencia escolar se constituyó como problema desde el discurso gubernamental y de allí se ubicó en la escuela. En torno al concepto violencia escolar existe aún un vacío epistemológico no resuelto. La distancia entre los conceptos violencia y escuela unidos en la categoría violencia escolar puede estar generando importantes contradicciones entre los diseños educativos para la solución de conflictos y las estrategias de educación para la paz en la escuela. Universidad Pedagógica y Tecnológica de Colombia 2020-12-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12101 10.19053/01201190.n29.2020.12101 Pensamiento y Acción; No. 29 (2020): July-December 2020; 105-120 Pensamiento y Acción; Núm. 29 (2020): Julio-Diciembre 2020; 105-120 2619-3353 0120-1190 spa https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12101/9954 https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12101/10042 |
| spellingShingle | concepto discurso educación para la paz escuela violencia concept discourse peace education school violence Caballero-León, Laura Marcela Understanding School Violence in Colombia |
| title | Understanding School Violence in Colombia |
| title_alt | Comprensión de la Violencia Escolar en Colombia |
| title_full | Understanding School Violence in Colombia |
| title_fullStr | Understanding School Violence in Colombia |
| title_full_unstemmed | Understanding School Violence in Colombia |
| title_short | Understanding School Violence in Colombia |
| title_sort | understanding school violence in colombia |
| topic | concepto discurso educación para la paz escuela violencia concept discourse peace education school violence |
| topic_facet | concepto discurso educación para la paz escuela violencia concept discourse peace education school violence |
| url | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12101 |
| work_keys_str_mv | AT caballeroleonlauramarcela understandingschoolviolenceincolombia AT caballeroleonlauramarcela comprensiondelaviolenciaescolarencolombia |
