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The purpose of this research is to analyze the role of emotions in school conflict in a post-conflict context in Colombia, based on the narratives of educational actors. For the development of this writing, the situations that generate conflict in the school setting were identified, the frequency of conflicts was established, the role that emotions have in the generation and in overcoming the conflicts that arise in the school setting. The narratives made by educational actors of the way emotions intervene in conflict situations were studied, as well as, the frequency of school conflict in the post-conflict context that Colombia is currently under were also established. The study took place at the Miguel Antonio Caro de Engativa High School and it looked to establish the type of situations that lead to the generation of conflict, the existence of norms related to coexistence and conflict management in the institution, aggressiveness in school conflicts, the ways to overcome the conflict, the level of preparation of the institution to overcome conflicts, the emotions observed, the people emotionally involved, the events that generate emotions, as well as, the emotions present during peaceful coexistence.
