Abstract
The article aims to analyze the issue of violence theories from the point of view of their relation with the absence of concern, in teacher training, in working with situations of conflict. For this, it investigates the thesis of complementarity between epistemology and hermeneutics, the truth that comes from the traditions and the empirical findings, as a way of intending some current concepts in education theories. In addition, it is concerned with how the issue of violence appears and constitutes a point of reference for educational actions at the same time and how it is possible to deal with this context from the approach between Epistemology and Hermeneutics. With that, he proposes to re-dimension the relation of theories of violence to education and culture, suggesting other narratives, which contemplate not only the narrative of civility, but also that of barbarism.
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