Violence, Coexistence and Education: Keys to manage the Pedagogical Intervention in School

This article examines three issues that stablish the possibility of mediated response to the problem of violence from school and the need to set education within the school as a training tool for pacific coexistence: The violence that occurs in the school environment should be understood as a performance by actors, not compulsive subjects without autonomy or responsibility; The structural complexity of violence leads us to put the emphasis on the affective and volitional aspect of the educational activity; The empirical (experiential) rather than conceptual character of the coexistence-violence relationship requires qualifying and specifying the living toget her spaces in order to understand what does belong to school convivial space (classroom, transportation, yard, sports and leisure areas, dining) as a pedagogical programmed field to educate at certain ages and adjusted to the principles of pedagogical intervention. The school is identified as a unique space of learning to live together, in which mediation is re cognized as a tool for developing conflict resolution strategies.