The social representations of the conflict: a view from the school

The article shows the synthesis of an investigative work, whose objective is the understanding of the social representations of the conflict of teachers, principals, teachers and students of the academic average, in "Vallejo Arbelaez" and "Salvador" educational institutions in Medellin city. At the same time identifies their origin within the school as educational context. The concept of conflict was characterized and its constituent elements, (causes, process, protagonists and context). Describes the possibilities that are offered at the school for its treatment, plus the provenance of the social representations of the conflict with the purpose of identifying the sources that impact the community of the mentioned educational institutions. The methodology used in this study is qualitative in nature-hermeneutic; however; for the diagnosis of problems in the population resorted to quantitative data. To get clarity about the state of the object of research. It is used, as techniques of inquiry the semi-structured interview, the "fotolenguaje" and the questionnaire. It should be noted that the latter made collection of closed and open-ended questions, which were mixed questions. They allowed the respondents to expand, in its discretion, the answer in the questions raised. The technique of "fotolenguaje" analysis was applied to a shift paradigm, and the remaining two worked through a self-referential analysis. This study took the theory of social representation and its dimensions (the information, the field of representation and the attitude), as a form of knowledge because the conceptual constructs made by communities that are derived in structures of understanding of reality as well as the social representations made it possible to carry out a diagnosis of the special circumstances of a particular context, since for its elaboration a subject that shares its individual representations, and then assimilates the collectivity.