From disregard to Recognition: Contributions to Childhood Studies on Violent Contexts
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The article aims at communicating the developments and findings of a study about violence in San Cayetano District Educational Institution, located in the town of Usme in Bogotá D.C. Its purpose was to understand the ways in which experiences of violence at school context influence the configuration of the infant subject between 9 and 11 years of age. It is an investigation carried out from a structural perspective in which the meanings of educational actors are taken into account regarding their experiences with violence, which were interpreted from the Theory of Intersubjective Recognition of Honneth and Ricœur. Since these experiences occur in a context, school culture was characterized to recognize the ways in which the assimilation of the institutional program and the participation in the cultural production take place on the subjects in everyday life. On one hand, the main results conclusively show that there are elements of school dynamics that develop a cultural violence, which is expressed in aggressive or destructive actions as forms of direct violence as well as experiences of domestic and social violence, all of them with an influence on the configuration of the infant subject. On the other hand, it is concluded that this influence is not decisive when encountering actions and experiences of love, rights and solidarity that are built in intersubjective relationships and give the possibility of building a culture of peace.
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