EDUCATIONAL ENVIRONMENTS AND SOCIAL NETWORKS AS RECENT TRANSFORMATIONS OF SCHOOL VIOLENCE IN COLOMBIAN SECONDARY SCHOOLS

Abstract

This essay demonstrates that school violence in Colombia is becoming a hybrid phenomenon, in which conflicts originating on digital platforms amplify and perpetuate in-person aggression, affecting the classroom environment and adolescent mental health. The methodology used consisted of a qualitative documentary analysis under a phenomenological and dialectical design, comparing official reports from the Ministry of National Education, the Attorney General's Office, Constitutional Court jurisprudence, and current scientific literature. As a result, it was identified that basic secondary education is the most vulnerable level due to students' high exposure to social networks such as WhatsApp and TikTok, which act as triggers for constant and viral physical violence. It is evident that the permanence of cyberbullying 24 hours a day weakens teacher authority and overwhelms institutional protocols, which are insufficient in the face of the ubiquitous nature of the conflict. It is concluded that the school's response transcends the restriction of devices and focuses on Critical Media Literacy, which provides students and teachers with cognitive and socio-emotional tools to disassociate identity from digital judgment, thus allowing the restoration of the classroom as a territory of ethical coexistence and peace.