The classroom as an educational territory for peace and nonviolence

Abstract

Understanding the classroom as an educational territory constantly traversed by relation ships, connections, ties, bonds, and narratives, this article aims to review the main epistemological lines of education for peace and nonviolence in the school context. It is a bibliographical review that considers the concept of territory as an analytical category, discussing approaches to education for peace and nonviolence based on the elements of
memory and justice. Developing critical thinking based on the principles of human rights, adopting nonviolent methods, and implementing specific intervention practices in school realities are some of the lines addressed throughout the article. The concept of ‘territory’
as an analytical category can contribute to education for peace and nonviolence. To this end, we intend to explore its application at school and in the classroom, reflecting on ways of thinking about and using the concept, seeking to escape the pitfalls of its conceptual use. We consider it appropriate to adopt the perspective of developing teaching authority through active listening, contributing to the construction of a dialogical space capable of
elevating the educational process to a liberating sphere for the subjects involved in it.