Sustantivación de la violencia escolar en el contexto universitarioUn estudio multidimensional

  1. Espejo Villar, L. Belén 1
  2. Calvo Álvarez, Mª Isabel 2
  3. González Santamaría, Virginia 2
  4. Caballero Franco, David 1
  1. 1 Universidad de Salamanca, España.
  2. 2 Universidad de Salamanca, España; INICO, España.
Journal:
Estudios pedagógicos

ISSN: 0716-050X 0718-0705

Year of publication: 2023

Volume: 49

Issue: 1

Pages: 11-29

Type: Article

DOI: 10.4067/S0718-07052023000100011 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Estudios pedagógicos

Metrics

Cited by

  • Scopus Cited by: 0 (27-01-2024)
  • Dimensions Cited by: 0 (15-02-2024)

SCImago Journal Rank

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • SJR Journal Impact: 0.288
  • Best Quartile: Q3
  • Area: Education Quartile: Q3 Rank in area: 871/1438

CIRC

  • Social Sciences: B

Scopus CiteScore

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • CiteScore of the Journal : 1.0
  • Area: Education Percentile: 31

Dimensions

(Data updated as of 15-02-2024)
  • Total citations: 0
  • Recent citations (2 years): 0

Abstract

This study aims to understand the construction of school violence and the models of educational intervention that derive from its meaning. Based on the multidimensional representation of violence, different educational contexts are addressed and professional diversification is shown as guaranteeing elements in the management of coexistence. Methodologically, the work has been referenced from a socio-critical epistemological approach, aiming at interpreting the codes assigned to school violence by (pre-)professional actors (students at the University of Salamanca) of education in a scenario of legislative reforms. The results show that the phenomenon of violence is not permeable to the global paradigm present in other areas, relegating the pedagogical dimension to second place. The scant significance attributed to the educational component in the management of school violence shows the need to rethink initial training policies.