Violencias, segregación en la escuela y derecho a la educación: Acercamiento conceptual y a su realidad en Colombia

Abstract

This article presents an exercise in the synthesis and reflection of some conceptual references and investigative experiences on a subject that is relevant in the political and educational context of Colombia and the region: bullying and various forms of violence inside and against the school. Due to the implications of these situations on school environments, academic results and the same possibilities of the school and the teaching work, there has been a public and media concern in the country, especially in the last two years. Processes of institutional intervention by the competent administrative political authorities, teachers, teaching directors and school counselors, tending to respond to an increasingly visible school conflict. On the other hand, the subject has awakened a relative, but still precarious academic interest. The processes of formulation of public policies, of course, requires knowing the singularities that the problem takes in the Colombian socioeducational context and assimilate the experiences in both research and intervention that have occurred in other national contexts. The research problem is summarized in some problematizing questions that are posed in the following way: which conceptual references can grapple with the particular ways of school violence in Colombia? Methodologically, we are faced with an exercise in textual analysis that seeks to clarify the theoretical and conceptual references that allow the study of school violence in Colombia and its respective policy. Such policy defines how the Colombian State assumes its responsibility in relation to the above-mentioned problem; the semi-structured interview and the focus group allowed us to gather some empirical information.