Narrativas sobre violencia física en la escuela que tienen los estudiantes del grado octavo y noveno del colegio Eduardo Santos, Sede Panamericana-Soacha.

Abstract

This research is conducted with students from the Eduardo Santos Educational Institution, Panamericana Branch, located in Commune Six of the Soacha municipality. The context is marked by exclusion, structural violence, and state neglect. The study aims to understand the narratives that boys and girls in eighth and ninth grades have about the concept of violence—how they perceive it, their stance toward it, and how violence leaves marks on their bodies and emotions. From a perspective grounded in critical pedagogies and socio-educational intervention, violence is approached as a subjective, affective, and contextualized experience that must be heard and analyzed. As conceptual references, the research addresses the concepts of narratives, physical violence, and memory based on national and international authors, allowing the phenomenon of violence to be seen as a multicausal and holistic event. Anchored in a hermeneutic paradigm and an ethnographic approach, the study seeks to provide a contextualized reading of violence. For this purpose, qualitative instruments are used to capture the voice of the students regarding the concept of violence. Using the Atlas.ti software, the results from these instruments are organized through a coding system, grouped according to levels of relation. Through concurrence tables, interactions between codes are identified, enabling an interpretation of the different narratives students have about violence. In this regard, the study finds how students may legitimize violence, the norms governing violent acts, the importance of authority figures in various moments of violence, the roles and stakes students face in violent acts, and the emotions children experience at each stage of violence.