Violencia ontológica y educación superior: una primera aproximación desde la experiencia en una universidad de los llanos orientales de Colombia

This article investigates the notion of ontological violence in higher education, specifically in a university located in the Llanos Orientales region of Colombia. It proposes that such violence should be understood as the barriers that prevent the manifestation of otherness as a possible way of being in the university environment. This study seeks to understand how this violence affects students' life trajectories and their educational experiences. A qualitative methodology based on engaged and collaborative ethnography was used. Data collection included observations and field diary analysis, in which interactions with university students were recorded. This approach allowed for a deep and situated understanding of the experiences and contexts of the study subjects. Preliminary results reveal that ontological violence manifests covertly through the authority vested in us as teachers and through practices that invisibilize and nullify students' otherness. Students face significant challenges when trying to maintain their identity within the university setting. The narratives show how they use their experiences of discrimination as learning and research pretexts, generating a pedagogy that recognizes and reaffirms otherness. The research highlights the need for a deep pedagogy that prioritizes care and ethics in educational relationships, without neglecting the stories behind each student's face. Engaged ethnography provides a valuable tool for uncovering and confronting these forms of violence, allowing for the co-creation of possible worlds within the educational space.