Abstract:
The process of educating in current times has been daily increasingly complex since, in addition to the teacher having the responsibility to prepare the planning of their classes according to the contents listed in the curriculum of their students and in accordance with the innovations always present in the global panorama and at the local level, teachers are faced with increasingly bizarre and complex situations to be resolved, with regard to undisciplined behavior as one of the most common forms of expression of school violence. In this perspective, acts of violence practiced at school have been gaining alarming proportions and range from verbal aggression to physical violence. Only the latter, currently not occurring on account of distance education. Along the path followed in daily school life, violent actions are expressed in the form of all kinds of profanity, use of legal and illegal drugs, fierce discussions and bodily conflicts that often escape the control of the school community. The educator must always be aware of what goes on inside and outside the classroom, so that he or she can discern the origin of this aggressive behavior, if children, adolescents and young people feel coerced, in a way, in the school environment or if such behavior originates at home, in order to seek, in the best possible way, the resolution of problems together with families, churches and other social institutions responsible for the citizenship formation of students, children, adolescents and young people. Given this panorama, we need to leave the "comfort zone" based on the mere observation of the problem, on complaints and on the various types of lamentations and try to find ways to alleviate the issue of violent conduct within the school in order to create a balanced environment and transform it into a viable stage for the development of the teaching-learning process. In this sense, this study has the general objective of understanding the phenomenon of violence in schools and combining the experience of theology with the process of mediation of school conflicts to prevent, repel and mediate school conflicts in order to promote the continuous establishment of harmony in schools. Its methodology is to verify what the bibliography brings about school violence, education and theology based on the theological assumptions of the ethics of spirituality, care and responsibility as an alternative to intervene in violent actions in the school environment through dialogue. In this sense, the exercise of individual and collective spirituality based on the ethics of care and responsibility is a fundamental condition for achieving a harmonious and always favorable environment to enable harmony in the school environment, which isextremely necessary for the development of the teaching-learning process.
