Las contravenciones y las infracciones escolares: un análisis del hurto y robo como expresiones de violencia en la experiencia escolar

Abstract

The purpose of this thesis is to explore the social and school experiences of young people linked to the educational system, which are related to the appearance of theft and robbery understood as expressions of two emerging typologies of school violence called contraventions and school infractions; through the recognition of those elements of the school in relation to the conditions, practices and subjects, which configure those determining situations for the appearance of these forms of social interaction in adolescents. This research exercise is theoretically supported by the work developed by François Dubet on social experience, through which he seeks to recognize the work of the actors and, as he himself puts it: "starting from empirical problems in order to ask what theoretical answers they require" and the school experience of François Dubet and Danilo Martuccelli, through which it is expected to recognize the type of actor that is produced in the school, through particular forms of violence called contraventions and school infractions. The methodology of the study was based on a participatory qualitative perspective, allowing the recognition of the object of study through the reality of the actors and organizations through the model of Social Education Nuclei (NES), whose approach recognizes the importance of social research, for this purpose they define the investigative approach by stages and scenarios that are in accordance with the development of the logics of action proposed from the sociology of experience; The NES were combined with the logics of action proposed from the theory of social and school experience, with the purpose of recognizing in the life of schooled youths the personal, family and social characteristics, academic trajectories, strategies for integration into the school world, relationships with other actors in the school space, interest in studying, dynamics for stealing and stealing, the meaning and self-valuation of these practices, to name some of the elements, which allowed unraveling the logics of action that constitute the infringing and infringing experience. For the development of the study, three public educational institutions in the city of Bogota and a detention center for young offenders of the Sistema de Responsabilidad Penal Adolescente (SRPA) were approached, in the schools in which we worked with offending students, the directors expressed concern about approaching the problems related to theft due to the increase of theft and its incidence in the institutional environment; One of them carries out regular academic teaching processes and is located in a neighborhood considered to have a high incidence of delinquency; the other is located in the center of the city, an area in which different punishable acts occur; this school attends to young people who, due to different circumstances - among which are delinquent problems - are behind in their academic process and for this reason are included in a program of the Ministerio de Educación Nacional (MEN) called "school acceleration". Regarding the third school, it is one of the institutions of the Secretaría de Educación (SED) that welcomes in its classrooms students linked to the SRPA who must pay a sanction in a semi-closed environment, for which they are incorporated into a specialized care center that in addition to carrying out a comprehensive intervention from different professional areas, must guarantee the rights of young people among which is to give continuity to their educational process. In addition, part of the field work was conducted with young people who have been sentenced to deprivation of liberty, in an institution in Bogota that has a long history in this type of process and whose management recognized in this research an opportunity to understand, beyond the interventions of its professionals, the realities of the young offenders they serve. Among the results, it is possible to recognize the importance of analyzing the school from the perspective of the school experience, broadening the view of young people and those phenomena that affect their lives in a significant way. Regarding inequality and lack of opportunities, they are recognized as a central element in the emergence of school violence in the form of delinquent and infringing behaviors in young people in school, which is why the school must recognize its central role in the lives of boys and girls by providing positive environments and addressing issues such as school failure that produce forms of vulnerability affecting, among others, the integration of this population group not only in the institution, but also in society itself.