School violence and convivencia escolar in Chilean public policy in the post-pandemic context

Article 2026

Autores: Carrasco-Aguilar, Claudia
Castro-Carrasco, Pablo J.
Rodríguez-Pastene Vicencio, Fabiana
Caamaño-Vega, Vladimir
Gubbins-Foxley, Verónica
Zelaya, Martina
URI: https://hdl.handle.net/20.500.12254/7735
DOI: https://doi.org/10.1057/s41599-026-08794-5
Editorial: Springer Nature
Palabras clave: School violence
Convivencia escolar
Critical discourse analysis
Resumen: The return to in-person schooling after the pandemic heightened public concern about school violence and convivencia escolar in Chile. This study examines how the Chilean Ministry of Education constructs these phenomena. Using critical discourse analysis, we analyzed 34 official documents published between 2022 and 2024. The analysis involved coding excerpts referring to violence, convivencia escolar, and mental health, examining recurring discursive strategies, and grouping the excerpts into interpretive repertoires according to shared semantic and pragmatic patterns: (a) From conflict to violence: an institutional reading; (b) School violence and convivencia as objects of institutional regulation and control; and (c) Convivencia escolar as formative learning. The findings are discussed in relation to tensions among punitive, regulatory, and formative approaches, as well as school management. Limitations include the exclusive use of Ministry documents and the inability to generalize the results.