Abstract:

This article examines the interplay between violence, ideology, and schooling through the lens of a public-school teacher’s experience, employing a critical approach grounded in theorists such as Althusser, Bourdieu, and Marx. The study investigates how dominant-class ideologies, reproduced through the school apparatus, shape both symbolic and physical forms of violence and contribute to the educational failure of students from working-class backgrounds. Methodologically, the research draws on a semi-structured interview with a teacher of philosophy and sociology, whose discourse was analyzed through the perspective of historical-dialectical materialism. The findings reveal that school violence is structural, rooted in disparities of cultural capital and in the ideological role of schooling in sustaining social hierarchies. The study concludes that the naturalization of such violence within teachers’ discourse obscures its systemic origins, reinforcing students’ self-blame and perpetuating educational inequalities.

Keywords:

School Violence, Educational Inequality, Critical Theory, Ideology, Cultural Capital.