PEACE PRACTICES IN NENTAMBATI KINDERGARDEN
DOI:
https://doi.org/10.5377/rlpc.v0i0.9506Keywords:
Diagnosis, Peaceful and violent relationships, Peace practices, DialogueAbstract
The main contribution of this article are proposals for peace practices based on the school diagnosis, derived from participatory action research. In peace practices, dialogue is a trigger for mediation, a dialogue understood as the fundamental tool for transforming conflicts. In line with the educational actors of the Nentambati Kindergarten through their participation in the investigation, they were formed in the sentient logic, discovering peaceful and violent relationships. To participate in the peaceful management of conflicts and to favor school coexistence through their performance in peace practices, as the school is the link space, where it is expected that students, in addition to achieving the achievement of cognitive skills, develop social and emotional skills that allow them to establish harmonious, peaceful and inclusive relationships inside and outside it.
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The journal's contents are published under a Creative Commons Attribution 4.0 license (CC BY 4.0). This license allows third parties to share (copy and redistribute the material in any medium or format) and adapt (remix, transform and create from the material for any purpose, including commercial), as long as the authorship and first publication in this journal (Revista Latinoamericana Estudios de la Paz y el Conflicto, Universidad Nacional Autónoma de Honduras - Consejo Latinoamericano de Investigación para la Paz, DOI of the work) is acknowledged, a link to the license is provided and it is indicated if changes have been made to the original. The terms of the license are available online at http://creativecommons.org.
