This chapter reconsiders the problem of school violence, providing a critical reading of the school bullying approach. A critical psychosocial interactionist approach is proposed from a qualitative research line focused on the reconstruction and understanding of the perspective of young people and educators on conflicts in coexistence in secondary schools in Argentina. As an empirical cut, physical confrontations (fights) between students are analyzed, showing that they emerge in situations defined by their participants as deep affronts to their identity and can be understood as conflicts for recognition. Finally, considerations are raised about psychosocial intervention through participatory strategies with young people and educators that favor the deconstruction of the justifying arguments of violence.