GUARDIANS OF PEACE: A PEDAGOGICAL STRATEGY FOR PROMOTING A CULTURE OF PEACE AND CHILD PROTAGONISM IN ELEMENTARY EDUCATION

Abstract

This study proposes and describes a pedagogical intervention aimed at promoting a culture of peace, child agency, and socio-emotional development in the early years of elementary education. The research adopted a qualitative and applied approach through a case study with action research characteristics. The intervention involved the weekly selection of students to encourage kindness, respect, cooperation, and welcoming attitudes, supported by positive messages, identification badges, and an emotional awareness activity called the Emotion Traffic Light. Data were collected through participant observation and field notes. The findings indicated an increase in cooperative behaviors, empathy, mutual support, and student engagement in activities aimed at improving classroom coexistence. The Emotion Traffic Light activity fostered emotional expression, active listening, and peer support, as evidenced by spontaneous acts of solidarity among students. The results suggest that the project is a simple, low-cost pedagogical strategy that can be integrated into the school routine to strengthen respectful relationships, socio-emotional competencies, and children's active participation in building a more welcoming and collaborative school environment.