Une approche conative de la violence en milieu scolaire : une perspective singulière et éclairante sur les problématiques qui touchent l’école. Vers une « responsabilité fonctionnelle » des institutions scolaires

Abstract

In this article, we propose an « emerging » approach to question a phenomenon that is largely « rooted » in the scientific debates. The purpose of the study is to analyze school violence while trying to estimate how much the functioning of school institutions impacts the level of violence experienced by the pupils and the staff. By resorting to the conative model, we want to change paradigms : to go further than the school « effect » in order to tackle the « origins » of the actions (or lack of action) (that is to say the conative dimension). This emerging approach then makes it possible to define a pattern of how institutions work which in turn enables us to apprehend how institutions think and act. Beyond a school-related effect, the data collected allow us to consider a « functional responsibility » in the understanding of the phenomena that affect school, especially school violence.

Keywords

• school
• violence
• functioning
• conation
• functional Responsibility