El marco ético y epistemológico de la Psicología Educacional de “giro contextualista” (Baquero, 2013) contiene elaboraciones y deconstrucciones basadas en indagaciones del Proyecto UBACYT “Apropiación participativa de saberes, experiencias y herramientas psico-socio-educativas en entramados inter-agenciales”. Emergen narrativas y reflexiones de profesionales psicoeducativos y docentes, generalmente mujeres, sobre problemas, intervenciones, herramientas, resultados, vivencias y aprendizajes autopercibidos abordando convivencias, violencias y conflictos escolares. Metodología: Cuestionarios sobre Situaciones Problemas e Instrumentos de Reflexión sobre las Prácticas recogieron datos, elaborados con Matrices de Análisis Multidimensionales de Intervenciones y de Aprendizaje Expansivo. Marco teórico: “Vivencia” en Vygotsky (1990) como unidad de análisis de la conciencia; significados y sentidos de contradicciones, conflictos y resistencias, diversidades, desigualdades y malestar subjetivo, desde una perspectiva dialéctica del enfoque socio-histórico. Resultados: docentes y orientadores enfocan problemas complejos de violencias y convivencia en aulas y recreos, como fenómenos colectivos y no como síntomas de patología individual. No se establecen vinculaciones entre emergentes y “fondos de conocimiento e identidad” de comunidades y familias presentes en las vidas de niños y jóvenes escolarizados. Nudo crítico: escaso intercambio reelaborativo sobre lo aprendido entre escuela, familia y barrio, sobre la crueldad y el surgimiento del otro como enemigo, con pistas para construir un “curriculum dialógico”. Palabras clave Convivencia - Crueldad - Curriculum dialogico - Fondos de conocimiento ABSTRACT THE OTHER AS ENEMY, WHAT DO WE TALK ABOUT WHEN WE TALK ABOUT CRUELTY? STRATEGIC LEARNING ON CHALLENGES AND DEMANDS TO INTEGRATE “FUNDS OF KNOWLEDGE AND FUNDS OF IDENTITY” OF YOUNG PEOPLE, FAMILIES AND COMMUNITIES WITH SECONDARY SCHOOLS The ethical and epistemological framework of Educational Psychology with Contextualist Turn (Baquero) contains elaborations and deconstructions based on investigations from UBACYT Project “Participatory appropriation of knowledge, experiences and psycho-socio-educational tools in interagency frameworks”. Narratives and reflections of psycho-educational professionals and teachers, generally women, focused on problems, interventions, tools, results, experiences and self-perceived learning addressed to co-existence, violence and conflicts. Methodology: Questionnaires and Reflection Instruments on Practices collected data, prepared with Multidimensional Analysis Matrices of Interventions and Expansive Learning. Theoretical framework: Vygotsky´s “experience” as a unit of analysis of consciousness, meanings and senses of contradictions, conflicts and resistances, diversities, inequalities and subjective discomfort, from a dialectical perspective of the socio-historical approach. Results: participation of teachers and counselors focusing on the complexity of violence problems and coexistence in classrooms and recesses is understood as collective phenomena, not as symptoms of individual pathology. No links are established between these emergents and “funds of knowledge” and “identity” in communities and families present in lives of young people. Critical Knot: little re-elaborative exchange of experiences about what was learned between school, home and neighborhood, about cruelty and emerging of the other as an enemy, offering the “funds of knowledge and identity” clues for “dialogical curriculum”. Keywords Co-existence - Cruelty - Dialogic Curriculum - Funds of knowl-