G. Martínez González, A. González Balcázar, J. Villa Valenzuela

Universidad Autónoma de Sinaloa (MEXICO)
Despite the declarations of international and national policies related to the need to promote and create a good atmosphere, many of the stocks, regardless of academic level concerned, perceive various daily problems related to the conditions or elements of the school environment, within which highlights the interpersonal violence.

This phenomenon, are not exempt from the high schools of the Autonomous University of Sinaloa (UAS). So much so, that the broad qualitative research problems of indiscipline and interpersonal violence in the school environment of the Bachillerato, carried out in one of the more than 38 preparatory high school that integrate the UAS in regard to interpersonal violence between pupils - based on theoretical references of diferents autors- we found two types of interpersonal violence among students. The transient or momentary, characterized by, in appearance, does not extend beyond the time sporadic and circumstantial, and the constant and prolonged, within which lies the bullying and the poor relations. In regard to interpersonal violence transient or momentary, observed both in the classroom as in the school grounds, taken of the Center for the study, the data obtained through research that show two ways: a) Physical violence; and b) Verbal violence

Demonstrations of this kind - appreciable more fully in the document database research, and exposed in academic events educational- enclosed behind a range of factors which promote them, many times unnoticed by teachers and by the managers themselves of the high schools of the UAS, due to the lack of attention given to them. Beyond to investigate the background of the acts of violence or momentary passing, the few acts served are oriented to the imposition of a sanction, or simply a call for attention.

Reveal the factors of the interpersonal violence, constitutes an essential key to identify, on the one hand, the origin of the conflicts of this nature, and promote formative measures of treatment, on the other. View the importance of the broad qualitative research problems of indiscipline and interpersonal violence in the school environment the baccalaureate degree, in this paper we describe the findings related to risk factors that influence the development of problems of interpersonal violence transient or momentary, same as dan answer to the question of investigation, initially raised What factors give rise to the problems of interpersonal violence?
Unveil the risk factors that influence the development of the violence or momentary passing
The methodology: methods and tools
As a phenomenon that interrupts the pretensions of the education and that upsets the stability of the center, to study the interpersonal violence led to the adoption of a position theoretical-methodological qualitative, which led to the description and interpretation of the object of study.

For this reason, it restarted theoretical contributions of various authors, within which highlights Pérez Serrano (2001); Taylor, S. J. and R. Bodgan (1990); Shulman, Lee S. (1997); among others. In what refers to the method, it is returned to the case study; as the technical and non-participant observation the interview; and as the test instruments and the field journal, based on the theoretical basis of the inputs to Aguera (referred by Pérez Serrano, 2001: 80); Biddle and Anderson (cited by Wittrock, 1997: 113-114); Woods, Peter (1985); and Bertely (2001).