This study tries to understand the meanings of teachers about violence in school labor relationships. From a socio-historical approach and using methodology based on ethnographic interpretation, observations and interviews are applied in three schools located in the Metropolitan Region; these are analyzed through the dense description procedure. Results by dimension emphasize that: i) "individual contracts" represent more real work than the prescribed one; ii) in "social relationships", episodes of verbal violence are frequently experienced; iii) in "collective relationships", teachers participation in decision-making processes is limited, and; iv) concerning to the school "norms", educational policy has greater impact in public schools, while internal rules have greater impact in private schools. It is concluded that the factors observed in the dimensions of the labor relationships concept, promote labor intensification and teacher uneasiness.