Revista Construyendo Paz Latinoamericana

The new volcanoes: four actors and their strategies against violence in Cuernavaca

Dulcezita Monzerrat Ramos González — 2025-07-02

From a scenario in the Mexican province, close to its capital, hit by violence and impunity, the objective of this text is to analyze the motivations that led to the creation and implementation of peace-building initiatives in the state of Morelos, based on interviews with its leading actors, to provide elements that contribute to the development of strategies in the construction of lasting peace. Thus, recurring to Galtung and Lederach was suitable to outline a theoretical perspective that allows identifying this type of such actors, their strategies and some common characteristics. Semi-structured interviews analyzed upon categories shared among all of them, lead to identify events that triggered the participation of these actors, as well as the challenges and opportunities surrounding their initiatives. This paper concludes recognizing the importance of these advances even in the face of panoramas in which violence prevails, as well as the role that education plays within the strategies for building a more solid and lasting peace.

"Management of passive, aggressive, and disruptive behaviors in school environments: Building a culture of peace."

Alma Luz Doroteo Reyes — 2025-07-02

The main objective of this research is to analyze the manifestations of passive-aggressive and disruptive behaviors in the interactions among first-grade students, group "B," at the "Isidro Fabela" Telesecundaria School. The aim is to propose strategies based on integral peace that promote a climate of respect for cultural differences. This article presents a conceptual review of passive, aggressive, and disruptive behaviors, school coexistence, and integral peace, along with the generalities of the research project. These conceptual advancements allow for a more precise approach to the dynamics affecting student interactions in relation to the research problem. The methodology intended to be employed is qualitative in nature, using the method of ethnography for peace, with techniques such as interviews, focus groups, and participant observation. These tools will capture the experiences and perspectives of the students, facilitating a comprehensive understanding of the factors underlying the observed behaviors.

Socio-intercultural linguistic stratification at the general public elementary school of Goros pueblo in Ahome, Sinaloa

Ernesto Guerra García — 2025-07-02

A study of sociolinguistic stratification in a conventional primary school located in a Yoreme Mayo indigenous community is presented. The objective is to analyze the linguistic dispersion of fifth and sixth grade children derived from cultural and identity hybridization. Through a predominantly microethnographic multi-method research, it was found that of the children who speak at least some Yoremnokki and who also practice it at home: a) 24% consider themselves Yoremes, b) 3% consider themselves non-indigenous; of the children who speak some of their language, but do not practice it at home: (a) 16% consider themselves indigenous and 3% do not belong to this culture; of the children who do not speak some Yoremnokki even though it is spoken at home, 17% consider themselves Yoreme and 7% do not wish to join; Finally, children who do not speak some Yoremnokki and who do not speak it at home, 7% consider themselves Yoreme and 23% are not indigenous. This points to a sociolinguistic complexity in which any policy of intervention will always be to the detriment of one of them.

Nonviolent Communication in sixth grade: Improving coexistence and preventing school violence

Mario Alberto Jimenez Villaseñor — 2025-07-02

Abstract

The present document outlines the research protocol aimed at exploring the application of Nonviolent Communication (NVC) in the classroom, specifically in the sixth grade, group A, of the "Tierra y Libertad" Primary School. The purpose of this study is to analyze how NVC can contribute to the prevention of school violence and promote comprehensive peace within the educational environment. Comprehensive peace, understood as the active construction of peaceful, inclusive, and respectful relationships, serves as a fundamental theoretical framework for the implementation of this approach. Through NVC, the goal is to transform interpersonal dynamics in the classroom, fostering an environment where students manage conflicts in a respectful and effective manner, thereby improving their emotional well-being and that of the school community as a whole.

At this stage of the research, a documentary review has been conducted, focusing on three key concepts: Nonviolent Communication, school violence, and school conflicts. This preliminary analysis has made it possible to identify how NVC can be an effective tool for conflict resolution and the reduction of school violence. The next phase will involve the implementation of tools and instruments in the classroom to assess the effectiveness of NVC within the specific context of the aforementioned school.

Singing in Preschool Education: support in teaching mathematics; game, learning and fun

Rocío Rodríguez Rico — 2025-07-02

Preschool education is what begins people's academic lives, which is why it becomes essential that it is provided in a precise and appropriate manner with methods that allow students to acquire knowledge that is significant and useful to access to increasingly complex knowledge.

The objective of the research in question was to evaluate, through pedagogical strategies, whether singing favors the development of counting in preschool education. The method used to meet this objective was through a qualitative approach with a participatory action research study, for which techniques for diagnosis and evaluation were used such as semi-structured interviews, participant and non-participant observation, as well as logs, which are They worked through content analysis.

The most relevant findings that were obtained are; that, singing has a profound impact on the linguistic, cognitive, motor, emotional and social development of preschool children. By singing, children improve their vocabulary, develop basic mathematical skills, strengthen their motor coordination, encourage creativity, strengthen the emotional bond with their peers and teachers, in addition to learning fundamental social skills.

Interwoven aspects of own education.

Arnulfo Hurtado Cerón — 2025-07-02

This article, presents the results of the research, Interwoven Aspects of the Bilingual Intercultural Education Program of the Indigenous Peoples of the Regional Indigenous Council of Cauca-CRIC. Political and social positioning in Colombia; the purpose of which was to analyze, in a decolonial key from the Ûus s kipx tandxi´na [spiral research], the intertwining of the own education of the Nasa people of Cauca, Colombia. Highlights the own education, as a political process that has directed efforts of struggle and resistance toward the re-existence and survival of the various communities that integrated it. This is how Nasa education is based on deep relationships with all aspects of their life, rooted in their cosmoexistence, supported by an intercultunatural interconnection with all living beings sharing mother earth. From this basis, resistance to the influence of modernity/coloniality in the ancestral territories continues.

Meanings of secondary education for teachers and students: Tensions that exclude?

Aurora Velasco Rosales — 2025-07-02

The research aims to understand the re-significations that students and teachers attribute to secondary school, as well as the tensions arising from their differing perspectives, rooted respectively in School and Community Culture. Grounded in Neo-Marxist Theory, the concepts of Hegemony and Culture as a means of reproducing it became central categories of the study. The influence of neoliberal educational policies is acknowledged. Using a qualitative methodology, the research combined Ethnography and Participatory Action methodologies in a secondary school located in the State of Mexico. The findings revealed that, although teachers are familiar with the principles of the New Mexican School (NEM), exclusionary practices toward students in vulnerable situations persist, thus reproducing hegemonic and elitist logics. However, critical voices also emerged, opening up possibilities for transformation toward a more inclusive and democratic education. The conclusions highlight that, although school is often a space for ideological reproduction, it can also serve as a site of resistance and liberation, provided that critical reflection is encouraged among both teachers and students. Therefore, it is recognized that the teacher can identify with the principles of the organic intellectual who, through the use of relative autonomy, constructs new subjectivities.

Community figurations:

Víctor Manuel Santillán Ortega — 2025-07-02

This article aims to examine the process of formation of indigenous self-government in Cherán, Michacán during 2011. The analytical framework is located in the figurational sociology of Norbert Elias. The study is qualitative, framed in an ethnographic approach to power and complemented by field data collection instruments such as semi-structured in-depth interviews and the analysis of field documents. The results aim to show how the indigenous self-government analyzed is the product of an intra-community struggle of heterogeneous groups.

Peaceful management of school conflicts at Hermenegildo Galeana Elementary School. Research progress

Yaneth Teodocio Benavides — 2025-07-02

This ongoing research aims to develop strategies for the peaceful management of school conflicts and the prevention of their escalation into situations of violence among students in grades 1 to 6 at Hermenegildo Galeana Elementary School. The study is framed within a qualitative approach and employs the Ethnography for Peace methodology, which allows for direct observation to gain an in-depth understanding of the interactions between the subjects of the study.

Currently, the research is in an advanced stage of literature review, which has allowed for the contextualization of key concepts such as conflict, cultural diversity in the classroom, and interculturality for peace. The results are expected to contribute to the design of effective strategies for the peaceful management of school conflicts.

The conclusions will be oriented toward improving school coexistence through conflict transformation. This paper presents a preview of the research conducted during the first semester of 2025 (January-June).

Analysis of Conflict Management Conducted by the Teachers of Official High School 78

Ma. Felix Pineda Alvarado — 2025-07-02

The objective of this research protocol is to analyze how integral peace can be applied for the peaceful management of conflicts in the classroom at Preparatoria Oficial No. 78, located in San Antonio del Rosario, Tlatlaya. The research seeks to identify the most common types of conflicts among students, examine the current strategies employed by teachers, and propose, from the perspective of integral peace, the implementation of strategies that promote peaceful dispute management to improve school coexistence. Through a qualitative methodology and using ethnography for peace (EthnoPeace), the study will focus on the perceptions of teachers and students regarding conflict management. Semi-structured interviews, participant observation, and student surveys will be used to gather information on current practices and the potential benefits of implementing new strategies. To date, a literature review has been conducted, which has identified the main theories on classroom conflict management and approaches to peaceful dispute resolution. This review highlights the importance of continuous teacher training in conflict management and the positive impact of peaceful methods on students’ emotional and social well-being.