What one child can do for anotherwhen heterogeneity has no place: about the Columbine effect in schools

Abstract

School socialization cannot be reduced to a simple coexistence between children, and is a decisive factor in the possibilities of the inclusive process. It is supposed that cooperation in school groups promotes changes in the subjective positions of children, as well as in learning, and also produces effects for children said to be in a situation of inclusion, based on the references that psychoanalysis offers for this discussion. In the article, it is also observed that the relationship between peers has a strong inclusive, but also excluding, power. Therefore, it is also necessary to ask what exclusion can generate as a disruptive effect: what can one child do for another when it is not cooperation that presides over the bonds between students within a school? The role of the similar is then examined in its dual aspect of being inclusive and excluding, and the Columbine effect is discussed. Finally, the article discusses about the conditions of the social bonds that act as facilitators of a massive violent action such as teenage attacks to their schools.