Objectives

The problem convivial place and the ongoing search for relational improviment in schools, should make us reflect on the time to ask ourselves - as students of the subject - various questions or issues. 

However, in this investigation, limiting the sake of a key priority and initial only one of them to limit so realistic and achievable goals in a period not too 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:

·      - Describe the situation of indiscipline and violence education in some of the schools taken as an opportunity to act on them, recognizing what are the most common anti-social behavior in schools.         

·      -  Analyze the impact on the effectiveness and quality of our educational 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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