De la microviolencia al clima escolar: Claves de comprensión desde el discurso de profesores

Abstract

School violence has been studied from various epistemological traditions and methodological models. This paper presents a qualitative research that sought to link the hermeneutical understanding of Éric Debarbieux on school microviolence with the perception of school climate, in teachers and professors of public schools of Santiago de Chile, who on average have more than thirty years of work experience in the school system. Eight semi-structured interviews were carried out and the data was analyzed using Grounded Theory. The results showed that school microviolence and the school climate are structured fundamentally from a critical explanatory discourse to neoliberalism and socio-scholarly construction derived from it.