GENERAL DESCRIPTION

1. Objectives

The present problems in coexistence and the permanent search for better relations in the educative centers, it must do to reflect on many questions. However, in the present research, we give priority to real and achievable objectives in a time not too much long.

Which are the most disruptive behaviors, according to teachers, who generate controversial situations and in what measure they are consistent and adequate to the pedagogic measure carried out in a atmosphere of misunderstanding in our educative centres?

To give an answer and to be able to execute, from a theological heuristic view, the essential objective in our research it could be double:

·       To describe the situation of the indiscipline and educational violence in some of the educative centres, recognizing which are the uncivic behaviors more frequent in the school area.

·       To analyze the pedagogic measures taken by teachers, in classroom and in the centre, in front of difficult situations generated in educative institutions.

State of question

Conflicts are related to the satisfaction of our needs, to the stress process and fear sensations. Its development can culminate in aggressive and violent behaviors (Vinyamata,2001:129). Cascón (2002:47) explain that a conflict is not a punctual event; it is a process which have the origin in the contradiction of needs which produce the war, the crisis, the confrontation, the destruction of socials beliefs. The educative institution is not exempt of the conflict, on the other hand its own nature and the diversity of collectives are given to the existence of the different types of conflicts. It is fundamental admit the emotional aspects which improve them: the frustrations, the concentration, the bad perceptions, (FIsas, 2004); so those who emphasize advertising inn primary groups, slogans, information in medias and a half-truth.

To administer a conflict is precise to know the relation between the indiscipline, violence and conflict, and the dynamic between them. Disruptions and indiscipline generate a atmosphere for acts of violence. It is the beginning of a cycle of violence and precursor of the criminal act (Ortigosa, 1996; Debarbieux, 1999).

“Therofore, when referring to situations of rupture of school life, we should not expect to deal with disputes relating to harassment or violence, but those relating to interruption (disruptions) and educational indiscipline.” (Peiró, 2006: 10).

Only "the pedagogy of conflict" has room for methodologies that seek to addressviolence in a preventive manner, forming between all actors and groups the institionof mediaton strategies and monviolent conflict resolution (Masaguera,2000).

Investigations Peiró (2001) focus on the specific circumstances of each school and appreciate the vision of each of the actors of the educational community, in order, fromdiagnosis to develop effective strategies to tackle it successfully.

The school does not escape the phenomenon of violence. 

Debarbieux, (2001) statesthat violence in school settings is a global problem, and the frequency increases inviolent episodes that arise in this area.

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