In this article we discuss the issue of violence in schools, from the description and analysis of a process of restitution of research on violent practices in the involved schools. While the restitution was made, it was produced new information. The survey covered 12 public schools and 408 participants: 221 students, 105 teachers, 63 parents, 8 coordinators and 11 directors. The intervention-research became the knowledge restitution process a laboratory for collective experimentation. It is understood that the violent practices in schools need to be taken as power, in other words, as conflicts that express forces that are at play in the space and that challenge the institutional hegemonic mode of the school organization ritualized and stiff, and the social functioning individualistic and competitive. The proposal is to leave the individual territory to think the phenomenon such as an expression of social, political, economic and cultural.
Violence; Psychology and Education; public policies