Participatory resolu-mediation of conflicts in the educational ambit

Abstract

The predominant models of conflict mediation in the school environment cannot address social problems such as bullying, among other considerations, because mediation requires that it be voluntary and also that the issues are not classified as criminal. In this article a reasoned criticism of the main models of school mediation as well as others is made, how the way in which needs are met generates relationships of cooperation and exploitation (the latter being possible precursors of conflicts) is explained, conflict is defined according to the socio-praxical perspective and the need to involve the set of networks and group realities, present at the school, in a process aimed at designing and implementing a plan for school coexistence with which to anticipate and/or solve conflicts is justified and argued.