Juvenicides In School: Experiences Of Adolescents From Visual, Sound And Creative Narratives

Abstract

This research stems from the desire to understand how adolescents experience and give meaning to violence in the school context, not only through discourse but also through their bodies, emotions, drawings and musical interpretations. The study was conducted at an educational institution in Engativá, Bogotá, with the voluntary participation of 16 students between the ages of 12 and 17, whose experiences are marked by forms of physical and symbolic violence. Using a qualitative and phenomenological approach, three participatory techniques were applied: bodily visual narrative (using mannequins and modeling clay to represent emotions), pictorial narrative (drawings about the meaning of school and juvenicide) and sound narrative (creation of original verses and songs). These songs, born from emotion, protest and desire, express resistance to imposed silence, institutional hierarchy and school dehumanization. The most represented emotions (anger, sadness, fear, frustration) reveal that school can also be a place of pain. However, within these narratives emerge hopes for change, dignity and tenderness. This study advocates for a pedagogy of recognition, where youth art becomes a legitimate means to narrate, heal and transform.