SCHOOL CONFLICT MEDIATION AS A STRUCTURING STRATEGY FOR REDUCING VIOLENCE AND PROMOTING A CULTURE OF PEACE: A LITERATURE REVIEW

Abstract

The increase in conflicts and manifestations of violence in the school environment has become one of the main challenges faced by educational institutions, affecting coexistence, the educational process, and the well-being of students and education professionals. In this context, school mediation emerges as a pedagogical and preventive alternative for the constructive management of conflicts, contributing to the promotion of a culture of peace. This article aimed to analyze school mediation as an instrument for the prevention and reduction of violence in the educational setting, as well as its contribution to strengthening interpersonal relationships based on dialogue, respect, and solidarity. The research problem consisted of understanding how school mediation can effectively address violence and promote the transformation of school culture. Methodologically, a qualitative approach was adopted, with an exploratory and bibliographic design, based on the analysis of books, scientific articles, and institutional documents addressing school violence, culture of peace, and conflict mediation. Data analysis was conducted using thematic content analysis. The results indicate that school mediation promotes improvements in school climate, strengthens interpersonal bonds, fosters the development of socio-emotional competencies, and reduces violent practices by encouraging dialogue, shared responsibility, and the participation of educational actors in conflict resolution. It is concluded that school mediation constitutes an effective and necessary strategy for building safer, more democratic, and more humane educational environments, contributing significantly to the dissemination of a culture of peace and to the civic education of children and adolescents.