Public Discourse of the Chilean Ministry of Education on School Violence and Convivencia Escolar: A Subjective Theories Approach

Pablo J. Castro-Carrasco, Verónica Gubbins, Vladimir Caamaño, Ingrid González-Palta, Fabiana Rodríguez-Pastene Vicencio, Martina Zelaya and Claudia Carrasco-Aguilar ()
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Pablo J. Castro-Carrasco: Research Center on Subjective Theories, Department of Psychology, Faculty of Humanities, University of La Serena, La Serena 1700000, Chile
Verónica Gubbins: Research Center on Subjective Theories, Center for Psychology, Education, and Family Research, Faculty of Education, Psychology, and Family, Finis Terrae University, Santiago 8320000, Chile
Vladimir Caamaño: Research Center on Subjective Theories, Department of Psychology, Faculty of Humanities, University of La Serena, La Serena 1700000, Chile
Ingrid González-Palta: Research Center on Subjective Theories, Department of Psychology, Faculty of Humanities, University of La Serena, La Serena 1700000, Chile
Fabiana Rodríguez-Pastene Vicencio: Department of Gender, Policy and Culture, Faculty of Social Sciences, Universidad de la Playa Ancha, Valparaíso 2340000, Chile
Martina Zelaya: Research Center on Subjective Theories, Department of Arts and Letters, Faculty of Humanities, University of La Serena, La Serena 1700000, Chile
Claudia Carrasco-Aguilar: Department of Didactics and Educational Organization, Faculty of Educational Sciences, University of Málaga, 29010 Málaga, Spain

Social Sciences, 2025, vol. 14, issue 9, 1-16

Abstract: This study analyzed subjective theories on school violence and convivencia escolar expressed in the public discourse of the Chilean Ministry of Education in 2022. This research focused on the return to in-person learning, a time when concerns about violence in schools increased and public policies aimed at addressing it were launched. Inductive content analysis and grounded theory techniques were used to examine 66 tweets issued by official ministry accounts during 2022. The analysis identified three interpretative sets. The first suggests that although violence has external structural causes, it must be eradicated from schools. The second links convivencia escolar with well-being and socioemotional skills, but without an explicit association with violence. The third locates the origin of psychological distress in external factors but assigns its management to the school system. A predominance of expert knowledge existed in the promoted solutions. These findings are discussed based on the idea that the Ministry of Education’s discourse on Twitter not only informs but also seeks to shape educational common sense and validate public policies. This raises questions about its impact on the interpretive autonomy of school communities.

Keywords: subjective theories; school violence; convivencia escolar; public discourse; educational policy (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2025
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