THE ROLE OF THE TEACHER IN MEDIATING SCHOOL CONFLICTS: PEDAGOGICAL STRATEGIES FOR PROMOTING A CULTURE OF PEACE

Abstract

This article aims to analyze the teacher's role in mediating school conflicts, highlighting pedagogical strategies that help promote a culture of peace in the educational environment. It is based on the understanding that conflicts are part of human relationships and, when properly mediated, can be opportunities for learning, dialogue, and socio-emotional development. The research is bibliographic, with a qualitative approach and exploratory nature, grounded in the contributions of Freire (1996), Chrispino (2007), Rosenberg (2006), the National Common Curricular Base (BRAZIL, 2018), and Law No. 13.663/2018. The theoretical analysis covers the importance of active listening, nonviolent communication, respect for differences, and collective participation in resolving disagreements. The studies reviewed highlight that purely punitive practices may be insufficient to address the root causes of conflicts, making it necessary to invest in educational actions that strengthen dialogue, cooperation, and shared responsibility. As an intervention proposal, the implementation of a Pedagogical Program for Coexistence and a Culture of Peace is suggested, integrated with the school's Political-Pedagogical Project, including conversation circles, cooperative activities, socio-emotional workshops, appropriate restorative practices, and ongoing training for education professionals. It is concluded that the teacher plays a key role in building respectful relationships and preventing violence, although the effectiveness of these actions depends on the involvement of school management, families, and the community. Promoting a culture of peace requires continuity, planning, and collective commitment to a democratic, inclusive, and humanizing education.