Given the semantic comprehensiveness that the term school violence has reached today, meaning it rigorously becomes imperative if we want to face the problem in the margins of "media hysteria" (Debarbieux, 2002) or the denial of this phenomenon that has destabilized the multiple conceptions of teaching and learning. In this sense, this article intends to understand how the disputes that are meant to signify the conceptions and practices of coping with the various facets of violence that today cross the daily life of educational institutions have been dealt with. It is a study of a descriptive bibliographical nature whose main theoretical contributions reside in Alice Itani, Miguel Arroyo, Bernard Charlot, Julio Aquino, Mirian Leite and Eric Debarbieux. Some considerations have been raised: (1) the conceptual indistinction of terms that guide the multiple facets of violence (s) in school settings can make them segregating categories of a group labeled as violent-offender; (2) the lack of rigor presented by some authors when discussing the theme portrays the fragility of the categories of public that the school today seeks to represent, and childhood as something universally recognizable; and (3) violence may become by the gap between the real child that arrive in school and the actual modern pedagogy model that disregard the identity differences. Finally, the importance of facing the destabilization caused by the issue of violence was clear, and the practice of reflecting semantically constitutes a first step in the formulation of strategies for confronting it.