The role of teachers in the prevention of violence of education centres

The observatory of violence in schools (OVE) bases its work on the consideration that the responsibility for analysing, interpreting and deciding upon educational activities to prevent violence in schools is that of all society but that it is teachers that have the ideal context for implementing systematic intervention as part of the professional commitment they have to the educational institution. This action requires teamwork in order to benefit a change of view that can shift the focus away from interpretations related to individual problems in order to analyse the relational dynamics of the group and modify them to benefit pupils as a whole (Comellas & Lojo 2008). This research study focuses its analysis on group relationships on the basis of the demands and perceptions of the pupils themselves in order to promote the participation of teachers in working to improve group cohesion. The difficulties and opportunities are analysed along with factors of relational vulnerability in order to generate the conditions in which all of the pupils can feel that they belong to the group and the school institution. The study also includes an evaluation by teachers of the methodology used and the opportunities for improving their teaching work in relation to the class group and the prevention of school violence through the leaning about coexistence that is so implicit in the processes being proposed, and that are more closely related to the everyday life of the school institution than to a specific programme.