Transformação das relações como fonte de mudanças positivas em busca da diminuição das violências escolares e da construção de uma educação para a paz

Abstract

Given the relationships within the school environment, this study aims to address the conflicts that arise, understanding them as a restorative opportunity for constructive change that can reduce violence and promote an education for peace. Thus, this work explores the perspectives of theorists such as Lederach (2012, 2014) and Galtung (1969, 1996), considering, in their approaches, the nature of conflict, the importance of holistic education, and the different forms of violence – both direct and indirect – present in the school setting. Additionally, it highlights the iPEACE model developed by Cremin and Bevington (2017) as a comprehensive approach to managing conflicts and fostering peaceful relationships in schools. The central objective of this exploratory qualitative research is to investigate how transforming relationships can be a source of positive change in reducing school violence and building an education for peace. Data collection was conducted through semi-structured interviews with teachers and school administrators working in the final years of a school in Porto Alegre, Brazil. The study employed First and Second Cycle coding and categorization methods, as proposed by Saldaña (2013). The findings suggest that, rather than avoiding conflicts, we should view them as valuable opportunities for students' personal and social growth, emphasizing that the educational focus should be on their interpersonal skills and competencies. When well-managed, conflict can serve as a catalyst for positive change, contributing to an education that prioritizes peace. The research highlights the teacher's essential role in the mediation process and the need for educators to receive training in conflict management, as many lack specific preparation in this area. Various forms of violence were identified, reinforcing the necessity of a school environment that prioritizes a culture of peace. Educator training, the promotion of social skills, and collaboration with families are essential for building respectful and empathetic interpersonal relationships, which are fundamental to transforming school dynamics.