Migration, Education, Indigenous Social Dynamics
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Abstract
Abstract
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.
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@article{Aguilar2026School,
title = {School violence and convivencia escolar in Chilean public policy in the post-pandemic context},
author = {Claudia Carrasco Aguilar and Pablo J. Castro-Carrasco and Fabiana Rodríguez-Pastene Vicencio and Vladimir Caamaño-Vega and Verónica Gubbins and Martina Zelaya},
journal = {Humanities and Social Sciences Communications},
year = {2026},
doi = {10.1057/s41599-026-08794-5},
url = {https://doi.org/10.1057/s41599-026-08794-5}
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