Micropolitics in schools and conflicts based on the teaching of political violence in Peru: a case experience in Ventanilla (Callao)

Abstract

This article aims to analyse perceptions of teachers of Social Sciences and the Academic Coordinator of the Secondary Level, of a public school in Ventanilla, on conflict management strategies in relation to the teaching of political violence in Peru. To understand the general panorama in which this study is framed, the concept of school micropolitics is initially explained and then, from the analysis of the information collected, the strategies used by these actors in conflict management in the treatment of recent history are identified.Thus, the investigation finds that, both in the planning of the course and in the dictation of the curricular contents, not only the actors intervene with their political biases, but also the institutional culture in which they are immersed.