Violencia, lenguaje y conflicto social pospandemia: un análisis discursivo desde la escuela

Abstract

This research analyzes the discourses that emerge in school interactions in the postpandemic context, in order to understand how teachers, students, and families construct, name, and give meaning to school conflicts. The results reveal the presence of hostile, defensive, and ambiguous discourses that reflect tensions between authority, resistance, and frustration, as well as forms of symbolic violence that label the student as a deficient subject. Institutional discursive practices tend to reinforce punitive rather than restorative models, while the language used by teachers and families reproduces emotional tensions, burnout, and mistrust. As a result of the analysis and interpretation, an emerging category called "discursive school emergency" was identified, which accounts for the communicative crisis stemming from the emotional and social impact of the post-pandemic effects. It is concluded that school discourse not only describes conflicts but also produces, reproduces, or transforms them, in close relation to the emotional and social crisis characteristic of the postpandemic context. In this regard, it is necessary to strengthen communication practices based on listening, recognition, and restorative justice, as well as to critically review the institutional mechanisms that mediate school coexistence. Rebuilding the pedagogical relationship and the peaceful management of conflict require restoring to language its educational, emotional, and humanizing function.