The following qualitative research-intervention, aims to contribute to generate elements to understand school´s violence through implementing a systemic intervention and through social-constructionism. It started from the voices from the agents of school´s violence in order to be able to understand de dynamics of school aggression in light of the context where these aggressions take place, it also started from intentions, beliefs, intended solutions, participants ´stories and from all the elements identified that help give meaning to those actions that take place during an aggression dynamic. This research-investigation was stated from the systemic paradigm framework due to the fact that it was identified how traditional understandings of school violence are linear and they privilege some causes over others, which limits understanding and has a counterproductive effect by designing intervention proposals of both prevention and intervention. Along results of this research it is important to highlight the relevance of generating interventions, where actors voices are taken into account, that foster searching for solutions and avoiding at the same time hunting for responsible or guilt and generating reflection-spaces where the consideration for the other is promoted, critical visions regarding the notion of respect, fear and power and where the transformation of some beliefs that allow the rise and maintain of aggression in school´s contexts is promoted.