Intra-gender violence and the performing arts as a strategy for social transformation

Abstract

Performing arts, as a pedagogical tool, hold
transformative potential to make visible and
reframe school coexistence dynamics. In
contexts marked by intragender violence,
such as the one observed at the Ciudadela
Sucre Educational Institution – Sede B in
Soacha, these artistic expressions can serve as
a means to channel emotions, build collective
narratives, and foster supportive bonds
among female students. The presented
research acknowledges the need to address
bullying among girls through an approach
that integrates sorority, understood as an
ethical and political commitment to empathy,
active listening, and mutual care. Through
mixed methodologies, the study identifies
Boletín Voz a vos 19 – enero a junio de 2025
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how art can create safe spaces for dialogue
and reflection, promoting key socioemotional
skills for peaceful coexistence. In
this sense, performing arts not only allow for
the representation of conflicts but also their
transformation, by nurturing the ability to see
oneself in others. This experience invites us
to view the school as a stage where, beyond
learning academic content, students learn to
coexist, to be with others, and especially to be
with other women through respect, equity,
and female solidarity.