In general, these young people valued literacy but agreed that they did not understand anything and that the polymodal not served them for anything, however, they showed contradictions because they also concerned that school should finish it in order to be someone, to do something, in the case of these young people in their majority they coincided in perceiving to as normative how blurred, despite the conflicts in the school itself in other areas: family, labor, etc. In terms of coexistence situations based on violence, administrators and teachers they agree on an increase in physical and verbal violence among students, in where the behaviors of their own families affect, while for some young people only mientras que para algunos jovenes solo son are you work normal and do not question the violent behavior as a problem, is displayed a distortion between what is violence and what is not. What face these conflicts is the institutional stance on these issues?. They seem to set up two positions: on the one hand that student who is violent, separates it from the rest for fear that it spread to the rest of the group, the outcome being a pass to another institution, or abandon school and on the other hand, although not want them learning remains in the institution being the teacher who handles discipline, but is prepared to do this?. Walking through several public schools that receive young people in poverty, dramatic modes of life of the same images I hadn’t, either, family problems, situations of violence, the combination of crime with the assist to school, etc; It is common to hear a young person today to say: I am very donkey, don’t serve for the study, look at my bulletin notes what horrible are, I’m a disaster, etc.; those who completed high school are considered an exceptional situation, so that – although it seems arbitrary – they would seem to delimit two juvenile actors, as it outlines Reguillo Cruz: built-in young (represented by the dominant culture) and the alternative youth or dissident (represented by the subaltern culture), but the question is what reasons argued to dismiss the capabilities of these young dissidents?, how can convey that all young people can learn and establish rules of democratic coexistence fair?. (1) Tenti Fanfani.
comp.: education medium for everyone.The challenges of democratization of access. Group Editor. Altamira. Argentina. 2003 pg 30 (2) Tenti Fanfani: op.