Living and facing state violence in education. Perspectives from the story of teaching life

Abstract

This work aims to show how Honduran teachers live and face the violence of government power. This study started from the qualitative paradigm, specifically the biographical-narrative method. The strategy used to obtain the information was the narrative documentation of pedagogical experiences, whose dimension configures the axis of documenting and publicizing the teaching experience. Finally, the narrative analysis was put into practice, which allowed the elaboration of three stories that reflected the phenomenon. The investigation revealed that Honduran teachers live in constant stalking through coercion and an internal and external force composed of threats, physical attacks, discrimination, segregation and disqualification. They faced the attacks through group support among teachers, support from teachers' organizations and their self-regulation capacities. In short, a physical and psychological educational atmosphere was established that led to a flagrant violation of human rights that is the remnant of a political crisis.