This study has two main objectives. The first one is to generate intelligibilities regarding how the experiences of a group of students-teacher-educations workers are reconstructed in discourse. The second one is to understand how this phenomenon is discursively articulated with the dimension of interpersonal relationship among people getting along in the school environment. Although still inscribed in the institutionality of school bureaucracy, this interpersonal contact transcends it, humanizing the intersubjective relationships constricted by State s dehumanizing rationality (WEBER, 1994). This realm of school social life here is denominated affectivity. With this end in mind, this investigative journey starts with the outlining of the theoretical-methodological foundation sustaining this inquiry as well as its social and biographic context of development. Next, there is the proposition of a theoretical model that aims to reconstruct conceptually the problem of school violence in its multifaceted nature, integrating its external factors to the set of different fashions this phenomenon assumes inside of the school environment (AQUINO, 1996). Further, this theoretical background is articulated to the notion of affectivity. This idea is forged through a dialogue between two elements. The first one is an understanding of affect grounded in the subjective wholeness of experience (VYGOTSKY, 1994; ZAPOROZHETS, 1977; MERLEAU-PONTY, 1994); the second one is an explanatory framework regarding the inter-relationship of control and rationalization between the State, in its modern definition, and the society ruled by it (WEBER, 1994; FOUCAULT, 2004). After the construction of a holistic view of our research object, it will be grounded on a theoretical framework of a discursive-linguistic model convergent with the general goals of this study. This terrain of support if found in an intersection zone between Applied Linguistics (MOITA LOPES, 2013; FABRÍCIO, 2018) and Systemic-Functional Linguistics (HALLIDAY, 1994), coined through making their points of convergence and complementarity explicit. Anchored on this network of theoretical-methodological threads, the three following chapters are dedicated to the construction of the core analytical work of this research. In the first step of this analytical enterprise, the set of procedures and arrangements developed during the process of generation and outlining of this study s corpus is presented. Besides those methodological decisions, the analytical toolkit mediating my encounter with the data is presented and justified in the same chapter. The following sections cover the dialogue with the data, in which my conversations with the four participants in this research – Michelle, Gisele, Adriano and Gustavo – are interpellated in light of the analytical framework previously mentioned. The analyses find among the interactions a plurality of movements of discursive reconstructions of experiences amid school violence episodes. The diversity of experiences materialized in words dialogues with the variety of linguistic-interactional elements employed in the constitution of those narrative frameworks. This network of elements converges with the emphatic stance taken by Vygotsky (1994) in defense of the plasticity of each of our living moments in the world, in their capacity of refracting objective situations with an unlimited array of subjective colors and angles. Furthermore, throughout the analytical course, the key role played by axiology and ideology in the discursive reconstitution of the experiences, transformed in words, by the participants also becomes relevant. Finally, the tension between rationality and affectivity emerges as a discursive rebuilding axis of the school violence experiences, being ascribed centrality to the second element of this binomial in the determination of the nature of the interpersonal relationships established in the classroom environment.