School violence and convivencia escolar in Chilean public policy in the post-pandemic context
Fecha
2026
Nota de Acceso
Fecha de embargo
Profe guía
Perfil ORCID
Título de la revista
ISSN de la revista
Título del volumen
Editor
Springer Nature
ISBN
ISSN
2662-9992
ISSNe
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.
Descripción
Lugar de Publicación
Reino Unido
Sponsorship
Citación
Humanities and Social Sciences Communications (2026) pp.1-16
Palabras clave
School violence, Convivencia escolar, Critical discourse analysis
Licencia
Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)