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El empoderamiento pacifista se constituye como una estrategia de cambio social no violenta que otorga a las personas y a sus comunidades poder de agencia, lo que les permite cambiar el curso de los conflictos que los afectan y lograr con ello la visibilización de que poseen un poder innato e inactivo en el que es posible educar, formar y transformar. En el presente artículo se discuten los presupuestos epistemológicos y ontológicos del empoderamiento pacifista, con una propuesta que pretende enlazarlos con los principios para la educación para la paz para que se constituya como una herramienta didáctica en la vida cotidiana y en las aulas de todos los niveles educativos en México, preferentemente en los del nivel primaria. La investigación fenomenológica y hermenéutica planteada aquí se complementa con una extensa discusión teórica, donde se sitúa a la complejidad en la que habita el ser humano y a los conflictos derivados de esta como escenarios transformadores, que de gestionarse desde la paz y el poder pacífico de las personas pueden reducir los daños en los individuos y en sus grupos sociales.

This written, it presents the definition of peace from different perspectives, recovering school as scenario of coexistence to strengthen education for peace since the differences, transforming the various realities that students from preschool live and discharged into the classroom carrying out transformative actions that promote a culture of peace. [ABSTRACT FROM AUTHOR]

This work has the objective to present the analysis of the issue: The Construction School for a Culture of Peace as nonviolent alternative that can build a peaceful school life, is a contribution to research "School construction of a Culture of Peace from space coexistence in the framework of the Road improved J230 school zone. " In this investigation the Action Research method was used and the results are translated into practice findings to express violent relationships among students as noted Johan Galtug (1998); direct, cultural and symbolic violence. The conclusion to recognize the school as nodal axis to promote equal spaces, in addition to generating learning environments flattering, promote the development of citizens which will be reflected in the processes of human coexistence. [ABSTRACT FROM AUTHOR]

This article is to give an overview priority of teachers versus Group in Elementary Education with regard to the realization of peace practices that begin from the ethics of care for conflict transformation, the school building towards a peaceful coexistence with analysis of nonviolence; it is important that this education is based on the interests of children from the lighter side such as cooperative games that allow integration with others, forming emotional bonds. The promotion of education for peace from the care of themselves, others, including the environment and all living beings as part of that indispensable for the education of children holistic peace. [ABSTRACT FROM AUTHOR]

This work is based on an ongoing investigation of qualitative type that has been developing since 2014 a school Telesecundaria Mexico State through participatory action research, addressing the violence in the classroom through the design, implementation and evaluation of games cooperative to build spaces of peace and coexistence. At first the problem, objectives and research questions described; to then provide a theoretical and methodological reflection on the use of cooperative play in creating environments of coexistence and peace; finally it concludes with the main results. [ABSTRACT FROM AUTHOR]

This essay explore how create the general guidelines for coexistence like a structure than it can regulate, on school, the relationship between the actors in higher education. This mean the education's concept of human being in an environment and ideal setting in living together in school. This training is make on school, it mean as space have the peace and it can do with pedagogic way for education for the peace. This guidelines are built on dialogue, from the imperfect peace's theoretical perspective; through a continuous process in school's community -where everybody provides and everybody learns about our living together' school for change it- they are the ideal environment in schools to create a Culture of Peace and living together' school. [ABSTRACT FROM AUTHOR]

This paper corresponds the first theoretical and applied results in the thesis of the author and director, and aims to make a conceptual review of school education and its importance in society and the study of mathematics and as these are rejected and stigmatized. In turn, we study, how it manifests itself direct, structural and cultural violence in learning math to finally propose peace education as alternative in order to influence the rejection and stigma regarding mathematics, trying to improve their learning. [ABSTRACT FROM AUTHOR]

In this article we will work two main parts, the first focuses on different theoretical issues such as the culture of peace, the importance of the family to create a peaceful environment in the classroom and beyond, multiculturalism, everyday school violence and a second part activities that have been carried out with students, in favor of creating peaceful environments within the classroom and school are described. [ABSTRACT FROM AUTHOR]

One might think that social life in indigenous communities is idyllic and live in community means being in harmony. This is no longer true. In recent years the Otomi Toluca Valley region has urbanized and thus acculturation processes affecting families and the community in general. One of these changes has been the presence of violence. The aim of this paper is to analyze how cultural values still have the Otomi communities can be used as a project of intercultural education for the promotion of peace and school life. This thesis is part of the "Manual peaceful school life for primary school teachers in intercultural contexts of the Otomi region of the municipality of Temoaya". [ABSTRACT FROM AUTHOR]

This article aims to provide the school community, the necessary tools to view the conflict from the perspective of education for peace, as an axis of personal and institutional transformation and growth, also promote the ability to transform the conflict peaceful means. The methodology used in the construction of this paper focused on documentary research, using techniques of content analysis and the study of modern society, noting the presence of conflicts in the schools and according to the way it treats will transform or cause violence, this phenomenon raises the need to incorporate social action education system with a clear intention to allow transform the conflict from a continuous, systematic and ongoing process. [ABSTRACT FROM AUTHOR]

This article is aimed at propose different strategies through Education for Peace and Multiculturalism to eradicate discrimination on the official secondary school No. 030, "Melchor Ocampo" morning shift, mainly in groups first, Temoaya community, state of Mexico, with cases of discrimination, and this is a multicultural school, because it has harboring people of Otomi and other places. [ABSTRACT FROM AUTHOR]

This work has the objective to present the analysis of the issue: The Construction School for a Culture of Peace as nonviolent alternative that can build a peaceful school life, is a contribution to research "School construction of a Culture of Peace from space coexistence in the framework of the Road improved J230 school zone." In this investigation the Action Research method was used and the results are translated into practice findings to express violent relationships among students as noted Johan Galtug (1998); direct, cultural and symbolic violence. The conclusion to recognize the school as nodal axis to promote equal spaces, in addition to generating learning environments flattering, promote the development of citizens which will be reflected in the processes of human coexistence. [ABSTRACT FROM AUTHOR]

This work is based on an ongoing investigation of qualitative type that has been developing since 2014 a school Telesecundaria Mexico State through participatory action research, addressing the violence in the classroom through the design, implementation and evaluation of games cooperative to build spaces of peace and coexistence. At first the problem, objectives and research questions described; to then provide a theoretical and methodological reflection on the use of cooperative play in creating environments of coexistence and peace; finally it concludes with the main results. [ABSTRACT FROM AUTHOR]

This article is to give an overview priority of teachers versus Group in Elementary Education with regard to the realization of peace practices that begin from the ethics of care for conflict transformation, the school building towards a peaceful coexistence with analysis of nonviolence; it is important that this education is based on the interests of children from the lighter side such as cooperative games that allow integration with others, forming emotional bonds. The promotion of education for peace from the care of themselves, others, including the environment and all living beings as part of that indispensable for the education of children holistic peace. [ABSTRACT FROM AUTHOR]

This article is aimed at propose different strategies through Education for Peace and Multiculturalism to eradicate discrimination on the official secondary school No. 030, "Melchor Ocampo" morning shift, mainly in groups first, Temoaya community, state of Mexico, with cases of discrimination, and this is a multicultural school, because it has harboring people of Otomi and other places. [ABSTRACT FROM AUTHOR]

Mexico is going through a period of exacerbated violence, corruption, intolerance, etc. as it is shown by the index of Peace (2015), where the country as a whole is less than the peaceful Central America and the state of Mexico ranks 23 out of 32 states that make up the Mexican republic. These behaviors permeate schools are a product of society itself and although efforts have been made to reverse these trends by manual or classical coercive discipline offenders actually work must be with the entire school population that the results are lasting. [ABSTRACT FROM AUTHOR]

In this trial it is discuss with particular attention the troubles surrounding the teachers and the Education for peace. Currently the teachers in high school education find themselves in an unprecedented situation due to the recent obligatory nature of this education level, the equally recent education reforms and the application of the competency education approach. Formed in many cases for teachers with no pedagogical formation or experience, the staff of high school education faces the institutional requirements with very few elements to be able to satisficed. In this context it began to be introduced the alternative of the Education for peace, but it is necessary to reflect upon the real possibilities of the schools, their authorities, their teachers and their students to accomplish it. [ABSTRACT FROM AUTHOR]

This article, which stems from ethnographic research, shows the importance of faculty intervention in the classroom setting in encouraging student attendance. Our findings indicate that the habitus the educator establishes can either encourage youth to continue their studies, or lead them to drop out, thus placing them at risk of addictions, illegal activities, unemployment or low-paid jobs. The Pedagogy of Hope therefore provides an option for effecting large-scale changes in personal, school, family, community and socio-economic conditions. The paper's conclusions include providing training to teaching faculties on coexistence issues; ensuring coordination between school and family, and emphasizing an integral approach to education as means of promoting school attendance. [ABSTRACT FROM AUTHOR]

This article aims to provide the school community the necessary tools to promote in students of Secondary Education coexistence, communication skills and non-violent resolution of conflicts. The methodology used in the construction of this paper focused on documentary research, using content analysis and study of modern society and technical, noting the presence of violence as an everyday act, this has raised the need to incorporate in the educational system the formation of a culture of peace and coexistence, through actions with clear pedagogical intention of continuing, systematic and ongoing processes, ensuring the integral formation of students. [ABSTRACT FROM AUTHOR]

This paper is divided into three sections; primarily it intended to reflect on the important role of the conflict, not only in school organization but in our daily lives. In a second time two cases clearly exemplify the conflicts and grievances that are served from the Regional Branch of Basic Education, Naucalpan, in order to give the reader a grasp on the importance of provention within the described school life. Finally, and by way of conclusion, the progress made to date on Education for Peace recognized proposing provention, even at the level of public policy, as an alternative to improve relationships in our schools. [ABSTRACT FROM AUTHOR]

This article is written from the experience of Holistic Peace Education through the practice of more than twelve years in the educative job; at the same time it is the support of a PhD research. The first part shows the theoretical basis of the proposed "Practices of Peace", starting with the origins of peace education, Peace as a subject of study and the many peaces, to finally get the concept of Holistic Peace Education, wherein the dimensions of inner peace, political peace and social-ecological peace integrate. Once we had the theoretical framework established, we started the research and systematization of the peace educative practice. This paper presents some conclusions about this experience, conducted by teachers from Mexico and Spain. Rather than establishing models, we offer a choice of moving away from violence by sharing an experience that has enabled a peace space. It is an invitation for teachers to provide opportunities for peace through exercises held in education, aimed to be peace practices. [ABSTRACT FROM AUTHOR]

This work aims to answer the question how can we find, from educational institutions, non-violent and creative responses to the generation or manifestation of a conflict, and in turn, formulate strategies for peaceful resolution of conflicts and peacebuilding in Colombia? two conceptual perspectives that cross institutional educational exercise with interpersonal interactions from a relational dimension are proposed; namely, the commitment to a positive conception of the conflict and the need to define the negotiation process as a strategy of conflict resolution. This work finds that conflict is inherent to human relationships and to learn to act on them in dialogue and cooperative will be essential to building peace through education. [ABSTRACT FROM AUTHOR]

This chapter presents the main features of the analytical or contemporary theories of social conflict, with the aim of building theoretical modelings that allow reading within the concepts, theories and practices of Education for Peace this component. Therefore, for this purpose a genealogy of this concept based on the contemporary conceptualization with the macrosociology as reference is made. Methodologically, this chapter is designed from semiotics, which clearly arise frames significance of the concept social conflict and its many variations. [ABSTRACT FROM AUTHOR]

In this chapter we present some ideas about comprehensive peace, sustainability and durability. Addressed the relationship of comprehensive peace education, understood as a subsystem in which conflicts arise, violence, courtly and dynamics of respect and implementation of human rights, tolerance varieties appreciation for diversity and a culture of peace praxis . Decolonize peace is another approach leading to the comprehensiveness of peace, and finally outline a conception of education for peace and harmonious school life. [ABSTRACT FROM AUTHOR]

The Faculty of Law and Political Sciences of the "Universidad de Antioquia (Colombia), as public university, started 22 years ago a way in Education for the Peace, inspired initially by the curiosity of several teachers and taking advantage of the concurrence of some local and national events, felt the commitment for these who fill their classrooms even though, it was not achieving to measure their significance. These lines outline briefly the experience; its conductive thread are the conceptual developments united on having known of the educative communities that has allowed to form a kind of informal curriculum, which serves as base to the work, with a constant feedback to the exchange. The aspiration of the statement is to give motivation to the reader to continue or to initiate searches which intention is of contributing to the achievement of a world where the differences could be celebrated and get reciprocal respect between human being. [ABSTRACT FROM AUTHOR]

This paper elaborates a proposal for educating in learning to live together in schools based on the principles and practices of peace education. It is based on seven thematic axis that promote educating to live together and learning in coexistence: adopting a human rights framework; generating a climate of safety, respect, and trust; promoting supportive relationships with families and communities; integrating emotional education; prioritizing receptiveness and tolerance for the appreciation of differences; fostering democratic participation; asuming nonviolent conflict resolution. [ABSTRACT FROM AUTHOR]