Abstract

This study describes the symbolic violence experienced by teachers who work in three different types of schools -public, private-subsidized, and private schools- in the Región Metropolitana, Chile. A qualitative approach was used to analyze observations and interviews through thick description. The results show the presence of symbolic violence associated with the control of time, body, and pedagogical action, observed in the interaction of elements such as the type of school administration, labor regulations, and school culture.