An approach to symbolic violence in teachers and students’ interaction: what seems invisible

Abstract

This article presents the analysis of a qualitative approach investigation that addresses symbolic violence in the interaction of teachers-students in a primary school of complete organization, that is, in which the six grades of primary education and It has a 100% teaching staff in the city of Xalapa, Veracruz, Mexico. In this way and through a phenomenological design, with the interview and observation as data collection techniques, the categories are triangulated: Gender perspective, conceptions of learning, teacher-student interaction and violence in school; allowing systematize the most interesting metrics of the subject of study, with the aim of making visible some edges of the reality of the research subjects. Consequently, certain manifestations of symbolic violence in everyday teaching practices are described, in order to make education more efficient and move to intellectualemotional efforts that allow, in a conscious way, to improve the teachinglearning process in primary school.