The school conflict: An opportunity to create a harmonious coexistence

Abstract

DOI: https://doi.org/10.5377/dialogos.v24i1.14768

In Salvadoran schools there is bullying between peers in its different forms. This phenomenon has manifested itself from subtle bullying such as “nicknames” to physical attacks that have ended in hospitalizations or student suicide. This is the reason why a theoretical approach is presented from the social representations that the teacher builds from his understanding and approach to situations that arise during the school day. This research is based on theory with the contributions of Dan Olweous and his postulates on bullying and Tania Rodríguez, regarding social representations. To understand this issue, it was delimited into four dimensions: understanding, approach, training and regulations from the social representation of teachers. In this sense, the methodological section is developed from the hermeneutic approach, to understand and interpret the ideas and perspectives of the phenomenon that teachers have about bullying in public schools, through the techniques of semi-structured in-depth interviews, participant observation and review. of regulatory documents. Teachers are protagonists in this study, since their perspective is key to creating meaningful learning from conflict.