As social actors and professionals of the education field, we face an issue that affects both individual integrity of the educational members, and the dynamic processes that take place in the school; it is school violence. We study this problematic through a pragmatic perspective, by setting a relation between violence (that includes verbal, physical and symbolic modes) and the concept of truth, which is studied in the light of the communication theory of Alain Seguy-Duclot on his work Recherches sur le Langage (2011). Thus, we aim to establish to what extent school violence is produced by the inability to agree on the truth. In the first place, we address key concepts for the contextualization of the problem, such as violence, school violence, school and interactions. Second, we define particular terms with regard to the non consensus of the truth and to the theory of Seguy-Duclot; these are language and communication, pragmatic effectiveness or signification, semantics of types and concepts, pragmatic truth, and interpretation. Through a qualitative process, we analyze this conceptual framework from episodes and interactions between students, and students and teachers, as well as from their perspectives. These were collected during the immersion in a public school in Suba, Bogota. The results evidence that not agreeing on the truth is indeed one of the determining causes of school violence situations; however, we find that there are other aspects that intervene in the development of such situations.