Bullying, also known as intimidation, has been defined as a specific form of school violence where one or more people (aggressors) use superior strength or influence to intimidate someone (victim), typically to force him or her to do what one wants, as a result the sufferer endures harm, anguish and discomfort. Nowadays bullying has become a public health problem that affects the school population. This qualitative research had as a general objective, to identify the imaginary and bodily practices related to bullying in the physical education class. This was developed in a school in Bogotá city with teenagers whose ages range from 11 to 16 years. During research process the semi-structured interview about strong-arm behaviors was used, 68 male and female students were interviewed; Participant observation was carried out for 2 and a half months, getting 110 observations and 53 life dairies were implemented simultaneously. This investigation allowed to know the bullying, it is agreed as new coexistence dynamics (normalize and camouflage the bullying within the fun) by the victim, in relation to the person who commits the aggression. On the other hand, bodily practices as gestures, signs and looks are added to exert bullying. Finally, it was possible to establish the role of physical education in this social problem increasing or decreasing, because according to the students' narratives, this problem is present in the institution but all bullying acts are minimized and disappear as soon as the class starts. In conclusion, the physical education area is called to seek meaningful learning so that values, human rights respect, conflict management, good use of body practices (body, gestures) generate good attitudes through physical activity, recreation and sports in order to counteract school violence, specifically bullying.
