46
Idana Beroska Rincón Soto
Phenomenology of violence in adolescents: interdisciplinary strategies for its
prevention in school contexts
Revista Criterios - vol. 32 n.o 2 Julio-Diciembre 2025 - pp. 46-62
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Phenomenology of violence in adolescents:
interdisciplinary strategies for its prevention
in school contexts
Idana Beroska Rincón Soto1
To reference this article / Cómo citar este artículo / Para
citar este artigo: Rincón-Soto, I. B. (2025). Phenomenology
of violence in adolescents: interdisciplinary strategies for its
prevention in school contexts. Revista Criterios, 32(2), 46-62.
https://doi.org/10.31948/rc.v32i2.4701
Reception date: March 4, 2025
Review date: May 7, 2025
Approval date: June 3, 2025
Abstract
The world is facing a crisis caused by pandemics, global warming, corruption,
social injustice, violence, and other issues. However, violence is becoming
normalized. Preventing violence from an early age should be a concern and
responsibility not only of the educational sector, but also of politicians and
families. The objective of this study was to analyze the most effective strategies
and practices for preventing violence among adolescents. The approach was
mixed. For the quantitative analysis, the population consisted of 681 high school
students, ranging from the first to the fourth grade. For the qualitative analysis,
a phenomenological approach was used. The School Coexistence Instrument
for Non-Violence was applied, and factor I was considered primarily because
it evaluates verbal, physical, and social violence and exclusion in technology
between teachers and students. The following percentages were reported
among the findings: 78.6% violence associated with technological media;
76.2% violence in the teacher-student relationship; 70% physical violence; 58%
social and exclusionary violence; and 48% verbal violence. Thus, excessive
and unregulated use of technology contributes to self-alienation and identity
loss, making adolescents more vulnerable to sexting, grooming, and phishing.
Similarly, spending many hours online has physical, academic, psychological,
and existential consequences. Therefore, addressing violence requires an
interdisciplinary, transdisciplinary, and phenomenological approach.
Keywords: interdisciplinarity; violence; social exclusion; school violence;
phenomenology
1 Universidad Nacional, Costa Rica. E-mail: idberincon@gmail.com
Research Result Article.
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Idana Beroska Rincón Soto
Phenomenology of violence in adolescents: interdisciplinary strategies for its
prevention in school contexts
Revista Criterios - vol. 32 n.o 2 Julio-Diciembre 2025 - pp. 46-62
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Fenomenología de la violencia en adolescentes:
estrategias interdisciplinarias para su
prevención en contextos escolares
Resumen
El mundo atraviesa una crisis provocada por la pandemia, el calentamiento
global, la corrupción, la injusticia social y la violencia, entre otras problemáticas;
sin embargo, la violencia es un fenómeno que avanza hacia su normalización.
Prevenir la violencia desde edades tempranas no solo debe convertirse en
una preocupación y responsabilidad del sector educativo, sino también de
los políticos y las familias. Por lo tanto, el objetivo del presente estudio fue
analizar las mejores prácticas de abordaje y estrategias para la prevención de la
violencia en adolescentes. El enfoque fue mixto: para el análisis cuantitativo, la
población estuvo conformada por 681 estudiantes de primero a cuarto grado de
secundaria; para el análisis cualitativo, se empleó el enfoque fenomenológico.
Se aplicó el instrumento de convivencia escolar para la no violencia (CENVI),
principalmente se consideró el factor I, ya que evalúa la violencia verbal,
física y social-exclusión en medios tecnológicos y entre profesor-estudiante.
Entre los hallazgos se reportaron los siguientes porcentajes: 78,6 % violencia
asociada a los medios tecnológicos; 76,2 % violencia en la relación profesor-
estudiante; 70 % violencia física; 58 % violencia social y por exclusión, y 48 %
violencia verbal. Así, el uso excesivo y mal regulado de los medios tecnológicos
contribuye a la enajenación del ser y a la pérdida de identidad, lo cual genera
en los adolescentes una mayor vulnerabilidad y exposición al sexting, grooming
y phishing. Asimismo, permanecer conectados durante muchas horas conlleva
consecuencias a nivel físico, académico, psicológico y existencial. Por ende, el
abordaje de la violencia requiere una mirada interdisciplinaria, transdisciplinaria
y fenomenológica.
Palabras clave: interdisciplinariedad; violencia; exclusión social; violencia
escolar; fenomenología
Fenomenologia da violência em adolescentes:
estratégias interdisciplinares para sua
prevenção em contextos escolares
Resumo
O mundo está enfrentando uma crise causada por pandemias, aquecimento
global, corrupção, injustiça social, violência e outros problemas. No entanto, a
violência está se tornando normalizada. A prevenção da violência desde cedo deve
ser uma preocupação e uma responsabilidade não apenas do setor educacional,
mas também dos políticos e das famílias. O objetivo deste estudo foi analisar as
estratégias e práticas mais eficazes para prevenir a violência entre adolescentes.
A abordagem foi mista. Para a análise quantitativa, a população consistiu de 681
48
Idana Beroska Rincón Soto
Phenomenology of violence in adolescents: interdisciplinary strategies for its
prevention in school contexts
Revista Criterios - vol. 32 n.o 2 Julio-Diciembre 2025 - pp. 46-62
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
alunos do ensino médio da primeira à quarta série. Para a análise qualitativa,
foi usada uma abordagem fenomenológica. Foi aplicado o Instrumento de
Convivência Escolar para a Não Violência. O fator I foi considerado principalmente
porque avalia a violência verbal, física e social e a exclusão na tecnologia entre
professores e alunos. As seguintes porcentagens foram relatadas entre os
resultados: 78,6% de violência associada à mídia tecnológica; 76,2% de violência
na relação professor-aluno; 70% de violência física; 58% de violência social e
de exclusão; e 48% de violência verbal. Assim, o uso excessivo e desregulado
da tecnologia contribui para a autoalienação e a perda de identidade, tornando
os adolescentes mais vulneráveis a sexting, grooming e phishing. Da mesma
forma, passar muitas horas on-line tem consequências físicas, acadêmicas,
psicológicas e existenciais. Portanto, o enfrentamento da violência exige uma
abordagem interdisciplinar, transdisciplinar e fenomenológica.
Palavras-chave: interdisciplinaridade; violência; exclusão social; violência
escolar; fenomenologia
Introduction
The world is currently experiencing a
crisis due to various causes, including the
pandemic, global warming, corruption, social
injustice, and violence. In this context,
violence, in particular, is becoming normalized
(García-Peña, 2021). According to the United
Nations Educational, Scientific and Cultural
Organization (UNESCO, 2024), 246 million
children and adolescents are victims of
violence inside and outside of schools.
Preventing school violence at an early age
must become a concern and responsibility for
families, educators (Mendoza et al., 2022),
and politicians (Arias-Ortega et al., 2023), as
it is a phenomenon that is sweeping across
societies, cultures, races, religions, and
genders. Therefore, an interdisciplinary and
multidisciplinary approach is needed to prevent
this problem (Aranha et al., 2022).
Violence encompasses social, health,
psychological, anthropological, and
educational issues. However, one of the main
causes of cultural decline and social unrest
is the marginalization of the humanities
(Marinoff, 2020).
Regarding this topic, Pacheco-Salazar, (2018)
found in her study of the origins of school
violence that the main cause lies within the
family. The family is typically a protective
factor, but it can also become a risk factor
(Torremocha, 2021). Other conflicts that
cause violence include alcoholism and issues
of identity and migration (Raposo et al., 2021;
Mora-Olate, 2021).
Musalem and Castro (2015) examined violence
as a systematic phenomenon that develops
and expands from various contexts, spaces,
families, communities, physiologies, learning
processes, and personal factors.
Today, there are multiple triggers for violence,
such as sexual cyberviolence (Sánchez-
Ramos, 2022) and machismo embedded in the
upbringing of boys and girls (Ferreira et al.,
2022).
Regarding bibliographic production on
aggression and violence, Naranjo et al.
(2021) point out that Brazil, Spain, and the
United States are the countries with the
highest number of scientific publications on
the subject, with 11, 10, and 8 documents,
respectively. One Brazilian study highlights
that sexual violence during adolescence is one
of the most prevalent forms of violence and
is influenced by cultural, structural, economic,
social, psychological, and biological factors (De
Souza et al., 2020). Similarly, another study
reported that 1,922 femicides were recorded in
that country between 2000 and 2019 (Ferreira
et al., 2022). These analyses were based on
data from Scopus, Science Direct, and Scielo.
High levels of inequality, violence, and poverty
persist in Latin America. “Latin America and the
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Idana Beroska Rincón Soto
Phenomenology of violence in adolescents: interdisciplinary strategies for its
prevention in school contexts
Revista Criterios - vol. 32 n.o 2 Julio-Diciembre 2025 - pp. 46-62
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Caribbean remain among the regions with the
highest poverty rates in the world” (Banco de
Desarrollo de América Latina y el Caribe, 2022,
para. 1); the poverty rate increased from 13.1%
in 2020 to 13.8% in 2021. Countries such as
Guatemala, Haiti, Honduras, and Mexico have
higher rates of child poverty. The findings of
Durán et al. (2022) and Valencia-Londoño and
Nateras-Gonzáles (2019) support these data.
They warn that gender-based violence is on the
rise, especially in cities such as Acasochitlán,
Mexico, and Medellín, Colombia, where girls
and women are victims of social, economic,
cultural, and political inequalities.
In contrast, Argaez et al. (2018) report on the
risks to which secondary school adolescents in
Yucatán, Mexico, are exposed. They highlight
the crucial role of the family as the primary
environment for education and development.
Similarly, Ferreira et al. (2020) warn that
unrestricted online access to suggestive
content can prompt self-harm or self-inflicted
violence among children and adolescents.
In the Chilean context, Mora-Olate (2021) notes
that schools have seen an increase in the Latino
migrant population, yet diversity is still viewed
as a weakness. Additionally, Chinchilla (2016)
asserts that Latin America and the Caribbean
remain the world’s most violent regions.
This study aims to establish a solid foundation
from an interdisciplinary perspective.
While the Ministry of Education has mainly
focused on data collection, there has been
little intervention or prevention through
restorative and social integration programs
(Cortés, 2023). In this context, emerging
and intervening variables in the adolescent
environment are identified. These include the
increasing use of ICT and the internet. This
highlights the need for an interdisciplinary,
preventive approach to violence combined
with responsible guidance on technology use
(Orosco & Pomasunco, 2020).
From a practical standpoint, addressing
violence should not be limited to the field
of public health. This perspective is overly
reductionist and simplistic because it does not
sufficiently contextualize the problem across
different areas districts. Violence transcends
school walls (Patriota et al., 2020). In this
context, it is essential to develop and execute
a national and global public policy model for
the prevention of psychosocial risks on a
regular basis education. Countries such as
Spain have developed preventive initiatives
aimed at at-risk adolescents based on a
multidisciplinary approach (Capella-Castillo &
Navarro-Pérez, 2020).
We are trying to address the following
problem: What are the best practices and
strategies for preventing violence among
adolescents? Our objective is to identify levels
of violence among secondary school students.
More specifically, we aim to identify the types
of violence present among adolescents in
the institution under study, determine the
relationship between social violence and
violence perpetrated through technology,
and analyze best practices and strategies for
preventing violence among adolescents. Our
goal is to develop a comprehensive framework
that can be applied in educational, community,
and governmental contexts.
Violence
According to the Pan American Health
Organization, & World Health Organization
(n.d.), violence is defined as the intentional
use of physical force or power, in the form of
threats or actions, against oneself, another
person, a group, or a community, which likely
results in injury, psychological harm, or death.
It is classified as follows:
a) Self-inflicted violence, including suicidal
behavior
b) Interpersonal violence, perpetrated by
family members, partners, or unrelated
individuals
c) Collective violence, whether social, political,
or economic (Musalem & Castro, 2015).
After compiling the different types of violence
reported in scientific literature and considering
the multifactorial characteristics of violence
among adolescents, the following types can be
highlighted:
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Idana Beroska Rincón Soto
Phenomenology of violence in adolescents: interdisciplinary strategies for its
prevention in school contexts
Revista Criterios - vol. 32 n.o 2 Julio-Diciembre 2025 - pp. 46-62
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
a) School violence: occurs among peer groups
of schoolchildren and adolescents, whether
or not they belong to the same educational
institution (Escobar & Reinoza, 2017).
b) Economic and social violence: characterized
by situations of social and economic
inequality or asymmetry, which lead to a
loss of values of coexistence due to the
struggle for survival (Castillo, 2025).
c) Domestic violence: systematically
perpetrated by a family member (Lazo-
Legrand et al., 2022; Arenas et al., 2021),
and affecting the emotional, cognitive, and
social well-being of household members.
d) Violence in ICT or cyberbullying: generated
or reproduced through the use of online
technologies (Barrera-Mesa et al., 2022).
Similarly, it has been identified that social
media use is leading to violent situations
among adolescent couples (Muñiz-Rivas et
al., 2023).
e) Gender violence occurs when gender
relations or sexual preferences trigger
situations of aggression (Patriota et al.,
2020).
f) Self-inflicted violence is violence perpetrated
by an individual against themselves to
cause harm (Ferreira et al., 2020; Vázquez
et al., 2023).
g) Violence perpetrated by teachers toward
students: the teacher acts as an aggressor,
whether verbally, culturally, physically, or
academically (Muñoz et al., 2017).
Violence and interdisciplinarity
This approach is adopted by disciplines such
as sociology, law, anthropology, psychology,
psychoanalysis, and philosophy, among
others (Cuervo, 2016). Since violence cannot
be understood from a single concept, an
interdisciplinary and multidisciplinary approach
is required to address it. However, a reductionist
and biased view prevails in today’s society. In
the social sciences, violence is defined as an
intentional and voluntary act intended to cause
harm or influence the behavior of another
person or group (Cuervo, 2016).
Violence in schools is addressed as a
phenomenon associated with certain processes
of degradation and overcrowding, particularly
the universalization of compulsory education
(Martins & Alves, 2019; Mendoza et al., 2022).
Interdisciplinarity, defined as collaboration
across various fields, enables problems to
be viewed from a broader perspective and
promotes critical analysis of situations or
events (Patriota et al., 2020). To support this
study, practical philosophy is proposed as an
alternative to prevent violence, in addition to
the contributions of pedagogy and psychology
in educational institutions.
Practical philosophy
It is the study of ethics, morality, and other
philosophical theories in their practical
application. Resources used include
philosophical dialogue, the maieutic method,
phenomenology, and hermeneutics, among
others. Examples of this practice include
philosophy for children and adolescents,
philosophical cafés, practical philosophy in
organizations, and philosophical consulting.
Philosophy for children and adolescents has
been developed through various programs,
such as those proposed by Lipman et al.
(1992), which promote skills for reasoning,
forming concepts, questioning, translating, and
critiquing. Notable examples include: the Noria
project in Spain (Sátiro, as cited in García et al.,
2022), the Marginality and Philosophy (MARFIL)
project of the Corporación Universitaria Minuto
de Dios (n.d.) in Colombia, and Philosophy for
Children in Mexico (Sumiacher et al., 2021).
Challenges of violence and
interdisciplinarity
It is essential to intervene in educational
institutions from socio-emotional, pedagogical,
psychological, existential, and philosophical
perspectives (practical philosophy), employing
critical, creative, and careful thinking.
The variable ‘violence’, analyzed from an
interdisciplinary perspective, can contribute to
preventing and/or controlling school violence.
Neuroscience, as a discipline or ecological
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Idana Beroska Rincón Soto
Phenomenology of violence in adolescents: interdisciplinary strategies for its
prevention in school contexts
Revista Criterios - vol. 32 n.o 2 Julio-Diciembre 2025 - pp. 46-62
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
paradigm, also allows us to study human
behavior (Alemán-Ortiz, 2021).
Methodology
It was important to conduct this study in
the classroom because it enables students
to engage in communities of inquiry. These
communities are characterized by active
listening and respect for others’ opinions, and
they prevent interruptions. It also promotes the
development of thinking and language skills.
The objective of the study was to identify the
types of violence prevalent among secondary
school adolescents at an educational institution
in Santa Clara - Ate. A mixed methodology
was chosen to address this objective. From
a quantitative perspective, a descriptive
design was used to analyze levels of violence
according to grade and gender. A correlational
design examined the dimensions of social
violence and violence associated with the use
of technology. From a qualitative perspective,
a phenomenological approach based on a
review of scientific articles indexed in SciELO,
Web of Science, and Scopus was adopted,
complemented by content analysis.
Procedure
To conduct this study, authorization was first
requested from the school administration,
and then informed consent was obtained
from parents. Next, a theoretical framework
was developed, and a violence measurement
instrument was applied to the sample. Finally,
the results were analyzed using quantitative
and qualitative approaches.
Population and sample
The study sample consisted of 681 students in
grades six through nine, selected from a total
population of 850 students. The distribution by
grade was as follows: There were 168 students
in grade 7, 161 in grade 8, 178 in grade 9, and
174 in grade 10. Each grade had six sections.
Of the total sample, 313 students (46%) were
female and 368 students (54%) were male.
Techniques and instruments
The CENVI questionnaire, validated by
Muñoz et al. (2017), was used to collect
data. The questionnaire examines students’
perceptions of school violence and coexistence
management. For this study, five components
of the questionnaire were considered: verbal
violence (items 1–10), physical violence (items
11–21), social violence or exclusion (items 22–
31), violence toward technology (items 32–40),
and violence between teachers and students
(items 41–47). The response options were:
‘Always’, ‘Frequently’, ‘Rarely’, and ‘Never’.
This study focused specifically on Factor I of
the questionnaire, which exclusively assesses
students’ perceptions of school violence.
Data Analysis
Data processing was performed using SPSS
software, version 26. To determine the
instrument’s reliability, Cronbach’s alpha
coefficient was applied to a pilot sample of 47
students, yielding a value of 0.839, indicating
high internal consistency. A descriptive-
exploratory analysis was performed using
descriptive statistics. For specific objective
3, the correlation between the variables was
examined using Kendall’s tau-b coefficient.
Results and discussion
When identifying levels of violence among
secondary school adolescents, it was observed
that 69.9% (n = 476) presented a low level;
27.2% (n = 185) a moderate level; and 2.9%
(n = 20) a high level.
Similarly, the general trend across all grades
analyzed places the perception of violence at a
low level, with 69.9% of all students falling into
this category, followed by moderate violence
(27.2%), and, to a lesser extent, high-level
violence (2.9%).
This result is consistent with that reported
by Galán et al. (2022), who noted that low
perceived peer violence may be associated
with increased victimization and harassment.
Therefore, it is important to analyze the
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Idana Beroska Rincón Soto
Phenomenology of violence in adolescents: interdisciplinary strategies for its
prevention in school contexts
Revista Criterios - vol. 32 n.o 2 Julio-Diciembre 2025 - pp. 46-62
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
responses more thoroughly and connect them to other study variables, since it is evident that
violence exists even if it isn’t explicitly reported.
From the above, it can be inferred that violence is becoming progressively normalized in society
and the classroom. However, observatories and statistics only collect data without implementing
effective programs to prevent and mitigate this social, political, and cultural phenomenon. Emotions
seem to be dominating, and psychological and psycho-pedagogical interventions are insufficient.
Therefore, it is essential to strengthen the ethical and moral values that guide human behavior.
This need is supported by Velasco's (2021) study and the philosophical thinking skills approach—
critical, creative, and caring—developed in the 1990s by Matthew Lipman and Ann Sharp, who
promoted the use of philosophy in the classroom.
Similarly, Pereira and Alves's (2020) study highlights that these competencies can only be
adequately developed through practical philosophy, which comprises proposals such as philosophy
for children and adolescents, counseling, and philosophical consulting, among others (Wozniak,
2021). However, this discipline has been absent from the educational context since philosophy was
eliminated from the curriculum in 2006.
Given that the development of free and autonomous thinking contributes to the formation of
democratic, conscious, reflective, analytical citizens who are committed to caring for the
environment and others, it is necessary to rethink thinking and teaching to think (philosophizing).
Several studies on the application of philosophy in the classroom with children and adolescents
highlight its value in developing rational, logical, critical, creative, and analytical thinking skills
(Ruiz & Herrera, 2021; Pulido-Cortés, 2019; Agundez, 2023; Sumiacher et al., 2021; Pereira &
Alves, 2020; Scarpini, 2020). Figure 1 shows the results regarding the types of violence.
Figure 1
Description of levels of types of violence
The results indicate that students most frequently reported violence exercised through technological
media (78.6%), followed by teacher-student violence (76.2%), physical violence (70%), social
exclusion (58%), and finally, verbal violence (48%). These results should serve as a warning
against the excessive and poorly regulated use of technology and the internet. These findings align
with those of Mojica-Bautista (2023), who also identified a high prevalence of cyberbullying among
schoolchildren.
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Phenomenology of violence in adolescents: interdisciplinary strategies for its
prevention in school contexts
Revista Criterios - vol. 32 n.o 2 Julio-Diciembre 2025 - pp. 46-62
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
However, there is also documented research
highlighting the positive impact of prosocial
behaviors on the reduction of violence among
adolescents (González & Molero, 2023).
A significant association was found between
violence through technological media and social
violence: the greater the use of technological
media, the greater the incidence of social
violence. It should be noted that although cell
phone and social network use is restricted
within the institution, all adolescents have
mobile devices with access to these platforms
in practice.
Unrestricted access to social networks by
children and adolescents, without content
filters or adult supervision, facilitates the
publication of discriminatory or sexist images
or messages, memes with double meanings, as
well as the editing of videos and the practice
of cyberbullying. Additionally, the inappropriate
use of social networks has been linked to
manifestations of violence in adolescent
relationships (Muñiz-Rivas et al., 2023).
The excessive and unregulated use of
technology can generate a sense of
alienation and a progressive loss of identity,
as evidenced by the findings of Giraldo
and Gómez (2023). Additionally, a growing
dependence on and addiction to such media
has been identified. Alemán et al. (2023)
reported that some adolescents spend more
than six hours a day on their cell phones,
primarily interacting on social networks such
as Instagram, TikTok, and YouTube. These
platforms often become spaces where they
seek to ‘be’ or build an alternative identity,
motivated by factors such as the absence
of parental figures, low self-esteem, moral
neglect, and experiences of violence.
The prolonged use of online networks and games
has also been linked to compulsive behaviors
and associated risks, such as grooming (sexual
harassment through the exposure of images),
phishing (identity theft), and other forms of
digital violence. These problems have been
reported in recent studies, including those
by Orosco and Pomasunco (2020), Ferreira et
al. (2020), Melendres (2022), Méndez-Díaz et
al. (2017), and Klimenko et al. (2021). These
studies warn about the negative impact of these
practices on the emotional and psychological
well-being of adolescents.
In contrast, the philosophical practices
promoted by Lipman’s Philosophy for Children
(P4C) model can foster classroom communities
of dialogue. These pedagogical strategies
counteract the socioemotional effects of
excessive technology use and contribute to
the development of rational, creative, and
careful thinking skills. Creating these spaces
in schools promotes critical and reflective
dialogue, regulating emotions from an
ethical perspective, and fostering conscious,
responsible citizenship.
After analyzing the best practices for preventing
violence among adolescents, it is clear that
an interdisciplinary and phenomenological
approach is necessary. Figure 2 illustrates
that interdisciplinarity comprises three
essential components: a) The integration
of various disciplines, including psychology,
education (Patriota et al., 2020), sociology,
practical philosophy, politics, law, social work,
and community social communication. B)
The collaboration among professionals from
different fields, and c) A comprehensive view
of the examined phenomenon.
In this regard, the psychosocial risk prevention
project developed in a district of Callao, Lima,
stands out, which applied an interdisciplinary,
multidisciplinary, and transdisciplinary
approach (Romero et al., 2021). This approach
allows us to understand violence as a complex
psychosocial phenomenon from a broader,
more holistic, and more systemic point of view.
Similarly, the political dimension plays a crucial
role in these types of projects, influencing
their implementation and sustainability. This
is demonstrated by the study of Duarte-
Acquistapace (2018), who analyzed social
projects implemented in popular sectors of
favelas in Brazil, highlighting the importance
of the relationship between social and political
actors in addressing social phenomena such
as violence.
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Idana Beroska Rincón Soto
Phenomenology of violence in adolescents: interdisciplinary strategies for its
prevention in school contexts
Revista Criterios - vol. 32 n.o 2 Julio-Diciembre 2025 - pp. 46-62
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Figure 2
Interdisciplinarity as a strategy for dealing with violence
Note. Romero et al. (2021).
Duque's study (2000) suggests that interdisciplinarity is an alternative to the limitations of
disciplinarity. When a solution cannot be found within a specific discipline, it may be found outside
of it, as illustrated by Jacques Labeyrie’s theorem. Beyond the interdisciplinary perspective,
however, is transdisciplinarity: a view that adjusts to the dynamics of a changing, complex, and
uncertain society.
One example of this is evident in the current role of families. According to Cárdenas-Tapia et al.
(2022), the incidence of intrafamily violence is increasing. Their study found that parents in rural
areas tend to educate and discipline their children through traditional practices. In urban areas,
however, there is greater concern for the academic and emotional aspects of child development.
Violence has been addressed from various disciplines, such as sociology, psychology, education,
and politics. However, the way it is treated is still dominated by a coercive approach based on
punishment (Guarderas, 2016). Therefore, what is required is a simultaneous and integrated
intervention rather than fragmented responses from isolated sectors.
In this context, practical philosophy plays a significant role, especially through the Philosophy
for Children program developed by Matthew Lipman, which has been implemented with
various age groups, as demonstrated by the study of Sumiacher et al. (2021). Individuals who
develop philosophical thinking skills —critical, creative, careful, and autonomous— are capable
of questioning, reflecting, and caring for themselves, others, and their environment. This is
fundamental for democratic and peaceful coexistence.
55
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Phenomenology of violence in adolescents: interdisciplinary strategies for its
prevention in school contexts
Revista Criterios - vol. 32 n.o 2 Julio-Diciembre 2025 - pp. 46-62
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Figure 3
Phenomenological method as a strategy for approaching violence
Conceived as both a method and strategy,
phenomenology offers an important approach
to better understand the phenomenon of
violence. In a context where this problem
continues to increase, there is a tendency to
privilege the accumulation of data and statistics
without them necessarily translating into
sustainable projects over time. One reason for
this ineffectiveness is that it is impossible to
treat everyone with the same approach. It has
been amply demonstrated that violence has
a multifactorial character: Biological, social,
environmental, cultural, and structural factors
that interact to cause it.
From this perspective, phenomenology is
presented as a valuable tool that, as proposed
by Husserl (1992), focuses on the lived and
subjective experience of human beings.
Understanding violence from the perspective
of those who experience it allows us to move
beyond quantitative approaches and generate
more contextualized responses. This is evident
in the findings of Ferreira et al. (2020), who
identified that most factors associated with
violence originate from the family environment.
Similarly, Mendoza et al. (2022) assign
responsibilities to educators, families, and
political figures. This raises the following
questions: Who is responsible for adolescents
who spend more than three hours a day on
the internet or playing video games? Who is
responsible for forming values and developing
discipline? Throughout history, these
responsibilities have been in dispute. Some
argue that responsibility falls on parents,
while others say it falls on teachers. However,
everything starts at home with the family as
the fundamental unit.
In this sense, the study by Barrera-Mesa et al.
(2022) shows that 78% of reported cases of
violence are related to the use of technology,
indicating that such violence extends beyond
the school environment. Therefore, educational
institutions cannot be held solely responsible.
As Musalem and Castro (2015) warn, this
situation requires urgent, coordinated political
intervention so that public policies prioritize
values education, violence prevention, and
strengthening the family and community.
Table 1 shows the phases of Husserl’s
phenomenological method (1992) and the
importance of its application from a qualitative
approach in the prevention of violence today,
more than ever: a) Phenomenological description:
The various interpretations of violence in social,
political, and family contexts, among others,
as they are presented to the consciousness of
the subject. b) Phenomenological reduction:
Exploring the experience of violence itself, since
each subject perceives violence differently,
whether through technology, words, physical
contact, or sexual acts; c) Intentionality involves
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Idana Beroska Rincón Soto
Phenomenology of violence in adolescents: interdisciplinary strategies for its
prevention in school contexts
Revista Criterios - vol. 32 n.o 2 Julio-Diciembre 2025 - pp. 46-62
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
mitigation, prevention, and understanding to prevent violence. Knowing the causes or history of
violence is not enough, as long as we try to solve it, violence continues to reproduce itself. It is
essential to design and implement systematic, evaluable programs with measurable impact that
allow us to intervene effectively. d) Epojé: The suspension of judgment, leaving our beliefs and
prejudices aside. For example, a teacher who experiences violence cannot understand or recognize
it. e) Eidetic analysis allows one to understand the lived experiences of violence. However, the
approach to violence uses more conventional methods, such as direct observation, interviews,
statistical analysis, controlled experiments, and qualitative analysis.
Table 1
Description of violence in adolescents from the phenomenological method
Phases Description The phenomenon of violence
Phenomenological
Description
It seeks to capture and analyze the essential
characteristics of the experience, as they are
presented in the subject’s consciousness.
It consists of describing phenomena in
detail, as they are directly experienced,
without adding interpretations, value
judgments, or preconceived theories.
The violence exercised in its
dimensions in one adolescent
does not generate the same
mental experience in another
adolescent.
Phenomenological
Reduction
By performing this reduction, one can
explore the experience of violence as it
presents itself in the consciousness of
the subject involved, whether as victim,
perpetrator, or witness.
It can be explored from the
following question: What are
the emotions, thoughts, and
perceptions that accompany the
experience of violence?
Intentionality
It refers to the aspect of human
consciousness directed toward specific
objects or content. It leads us to consider
how violence is directed toward certain
objectives, whether consciously or
unconsciously, and how this influences the
experiences of those involved in violent acts.
Perspectives to be examined:
intentionality of the victim, the
victim, and the social system or
structure.
Epojé
It means setting aside one’s pre-established
conceptions of what constitutes violence,
as well as one’s interpretations and moral
judgments about it.
Adopt an attitude of openness and
receptivity towards the experience
of violence, as it presents itself in
consciousness, without filtering it through
preconceived ideas.
Temporarily suspending
interpretations and judgments
can lead to a deeper
understanding of the nature and
causes of violence.
Facts or situations such
as stereotypes, religion,
social violence, and racial
discrimination, among others.
Eidetic analysis
An eidetic analysis of violence involves
examining the fundamental characteristics of
this phenomenon, regardless of its specific
forms or particular contexts.
Violence uses physical,
psychological, sexual, social,
and technological means to
achieve its objectives. There is
an inequality of power; it has an
emotional impact on the victim
and the perpetrator. In many
cases, it becomes a repetitive
circle.
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Idana Beroska Rincón Soto
Phenomenology of violence in adolescents: interdisciplinary strategies for its
prevention in school contexts
Revista Criterios - vol. 32 n.o 2 Julio-Diciembre 2025 - pp. 46-62
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
Phases Description The phenomenon of violence
Back to the same
things
This involves paying attention to the
sensory, emotional, cognitive, and relational
aspects of experiencing violence, as well
as how it is connected to the surrounding
contextual world.
In the case of violence in the
technological media, it is possible
to investigate how perpetrators,
victims, and witnesses interpret
it, and how it influences them.
Example A teenager who greets a classmate with a hard slap on the back because that’s how he
interacts with his father at home does not perceive the action as violent. From a phenomenological
perspective, the goal is to gain a deeper understanding of such behavior in everyday situations.
Several studies have explored this topic. Consistent with the study by Cortés (2023), violence
transcends the field of health. Cortés found that technological media are emerging and intervening
variables and that urgent interdisciplinary violence prevention policies are needed, as also pointed
out by Escobar and Reinoza (2017) and Castillo (2025).
Conclusion
Moderate and low levels of violence exist within the institution under study. This is because violence
is a multifaceted phenomenon rooted in society and families that is becoming increasingly prevalent
in classrooms. In this context, a public policy approach based on an interdisciplinary perspective
integrating pedagogy, psychology, and philosophy is necessary.
This strategy proposes the Philosophy for Children model, which offers an alternative perspective
on preventing violence. When teenagers develop critical, creative, reflective, and careful thinking
skills, they are capable of reflecting on their actions.
A direct relationship was observed between violence perpetrated through technological means and
social violence due to exclusion. Therefore, a protection model focusing on the responsible use of
ICTs and improving school coexistence is recommended, as the study’s hypothesis suggests: the
greater the technology-mediated violence, the greater the social violence due to exclusion.
Technological media also perpetuate violence, requiring State intervention because internet use is
not adequately regulated or censored. Prolonged exposure to this media can trigger violence on
social networks, such as sexting, grooming, and phishing. Self-control and self-awareness are key
to self-regulation, because being connected for long periods can have physical, academic, spiritual,
psychological, and existential consequences.
Violence among adolescents must be addressed from interdisciplinary, phenomenological, and
transdisciplinary perspectives. Currently, educators and educational psychologists intervene in
educational institutions; however, they overlook a fundamental aspect: a philosophical perspective.
To prevent violence, it is essential to establish communities of philosophical dialogue, such as
spaces for coexistence within schools. There are intervening variables, such as the family and the
community in which the adolescent lives, that are beyond the school institution’s control. However,
policymakers, families, and educators must work together to address this problem before it spirals
out of control.
Similarly, we propose considering philosophy from a phenomenological perspective to gain a deeper
understanding of violence, and implementing the Philosophy for Children program to promote
autonomous, multidimensional thinking in a complex society. At the educational institution under
58
Idana Beroska Rincón Soto
Phenomenology of violence in adolescents: interdisciplinary strategies for its
prevention in school contexts
Revista Criterios - vol. 32 n.o 2 Julio-Diciembre 2025 - pp. 46-62
Rev. Criterios ISSN: 0121-8670, e-ISSN: 2256-1161
https://doi.org/10.31948/rev.criterios
study, the program is applied outside of class
hours through philosophical workshops and
communities of inquiry.
Conict of interest
The authors declare that they have no personal,
political, financial, intellectual, racist, religious,
or other conflicts of interest.
Sources of funding
The authors declare that they have not received
any financial support for this work.
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Contribution
The author wrote, read, and approved the
manuscript.
