Category Archives: EDUCATION FOR PEACE

Mexico: Culture of peace to be taught in Michoacán schools

… EDUCATION FOR PEACE …

An article from Cambio de Michoacán (translation by CPNN)

The Economic and Social Council of Michoacán presented a citizen initiative this Thursday at the State Congress in Morelia to reform the state Education Law and establish a culture of peace as a guiding principle of the education system. This was proposed Fátima Conde Moreno, during the official ceremony.


The Economic and Social Council of Michoacán | Photography: Graphic Communication Agency

The proposal aims to incorporate a culture of peace as a mandatory subject at the basic and upper secondary education levels, with the purpose of ensuring that education contributes to rebuilding the social fabric. Fátima Conde explained that the initiative arises in response to problems of violence in school and community settings, and the need for conflict resolution.

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Question for this article:

Where is peace education taking place?

Is there progress towards a culture of peace in Mexico?

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During the event, Representative Reyes Galindo Pedraza, coordinator of the Labor Party’s Parliamentary Group, welcomed the proposal and pointed out that Michoacán has citizen participation mechanisms that allow anyone to submit initiatives to the Congress without requiring the collection of signatures, unlike at the federal level.

For his part, Eduardo Orihuela, president of the Michoacán Center for Social Studies (CESMICH), indicated that building peace requires preventive actions starting in education. He maintained that addressing violence solely through reaction is limited. Similarly, Jesús Vivanco Rodríguez, president of the Together for Michoacán Network, expressed his support for the initiative.

The initiative was referred to the State Congress for analysis and eventual discussion in committees, where its viability will be determined and, if applicable, its incorporation into the current regulatory framework, so it is expected that the legislative process will continue in the coming weeks.

(Click here for the Spanish original of this article)

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EDUCATION FOR PEACE, Latin America

The “Assisi Charter” is signed – Universities reaffirm their commitment as bridges of peace

… EDUCATION FOR PEACE …

An article from Agenparl

PREAMBLE

Assisi has, for centuries, been a city that speaks of peace to the world.

From Assisi comes Francis, whose eighth centenary we celebrate this year: a figure who bequeathed to history a humanism of peace founded on fraternity, the protection of creation, reconciliation between human beings and between humanity and the earth that hosts it. An embodied humanism, capable of bringing together differences, fragilities, and tensions without erasing them, and of inspiring profound reflection on human rights, on encounters between people, on respect for the environment, and on peace.

In that same historical period, the university as universitas took shape: a community of people and knowledge, a universal space for relationships, capable from its origins of crossing political, geographical, cultural, and religious boundaries. It is within this horizon that the University of Perugia was also born (1308), a living part of that universal tradition of knowledge.

Umbria continued to speak of peace even in the twentieth century: Aldo Capitini indicated a nonviolent path based on education, participation, and personal and collective responsibility.

For this reason, in Assisi, the University of Perugia, together with the universities and academic institutions gathered here, subscribes to the following principles, assuming a historical and public responsibility.


Photo from Universitá di Roma (click on image to enlarge)

ASSISI CHARTER

Founding principles

The university as a universal space for relationships

The university was born as a universitas: an open community of students , professors, researchers, and all the staff (technicians, administrators, librarians, and cel) who make the life of the university possible, united by a love of knowledge and the method of free, democratic, and peaceful debate.

Its original vocation is not opposition, but relationship; Not identity-based closure, but openness;

Not separation, but encounter.

For this reason, the university is called to be a place where differences are not denied or erased, but inhabited, understood, and transformed into dialogue.

2. Peace as a process, not a slogan.

Peace is not a sudden event nor the result of a victory.

It is a long, patient, formative process.

Universities, by their very nature, operate over a long period of time: they educate, train,
support, and foster critical thinking and responsibility.

In this sense, peace is not an external addition to the university mission, but is an essential constitutive dimension.

3. Knowledge, responsibility and justice

Knowledge is not neutral.

All knowledge has an impact on the world, on people, on communities and therefore requires a sense of responsibility.

Universities are committed to:

• orienting research and teaching towards the common good;

• promoting a responsible use of technologies;

• addressing the great transformations of our time – environmental, social, digital – with ethical awareness.

Peace is inseparable from justice and equity, from sustainability and from caring for the environment that welcomes us and that we have a duty to preserve for future generations.

4. Universities, cities and territories: alliances for peace

Universities are not islands.

They live in cities, territories, and communities.

Being bridges of peace also means:

• building alliances between institutions;

• engaging in dialogue with social, cultural, civil, and productive realities;

• contributing to the human and sustainable development of territories.

Peace grows where relationships of trust and shared responsibility are forged.

5. Peace as a long path

Peace is not a destination, but a journey: it is built day after day, generation after generation. It is a long path that requires patience, perseverance, and vision.

Universities are called to travel it with a particular responsibility: to educate in critical thinking, to cultivate dialogue between cultures and knowledge, to dismantle prejudices through knowledge. It means recognizing that complexity is not resolved by force, but by intelligence and empathy; that conflict cannot be erased, but is overcome with tools of reason and care.

This path passes through classrooms, laboratories, libraries, and seminars; through research focused on humanity’s common problems; through exchanges between students from different countries; through the rejection of any knowledge that becomes an instrument of oppression.

Lasting peace is built by forming free consciences and open minds, capable of recognizing the other not as an enemy, but as a partner. It is a work of attention, listening and responsibility: it is not immediate, it cannot be simplified, it cannot be reduced to slogans.

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Questions for this article:

Where is peace education taking place?

University campus peace centers, What is happening on your campus?

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6. Spirituality, values ​​and protection of humanity

In a secular and welcoming way, this Charter recognizes that peace is expressedalso starting from a profound reflection on the spiritual values ​​that cross cultures.

Universities welcome dialogue between different spiritualities, with the aim of safeguarding humanity, which is completed by:

• safeguarding the dignity of each person;

• recognizing the value of relationships;

• maintaining an ethical approach in times of great transformations, including those related to artificial intelligence.

7. Universities as bridges of peace in the world

In a world crossed by conflicts, polarizations, and new forms of division, universities reaffirm their role as:

• spaces for dialogue;

• places where differences meet;

• laboratories for a shared future.

Dialogue only makes sense if it is inhabited within a relational universality that fully recognizes the other. Universities choose to be bridges, not walls.

CONCLUSION

This Charter is not a point of arrival, but a commitment, signed and shared.

Universities are committed to educating for Peace, practicing Peace, and building peaceful relationships through actions such as establishing degree programs on Peace issues, establishing chairs or courses on Peace issues, establishing working groups to evaluate agreements between and with universities in conflict contexts, establishing Peace Study Centers , developing international networks on Peace issues, or any other action with the same general goals.

Possible Actions

• Establish degree programs on Peace issues;

Peace requires specific and interdisciplinary skills, capable of understanding the roots of conflicts and imagining paths to reconciliation.

We need mediation professionals, international cooperation experts, and dialogue builders.

• Establish chairs or courses on Peace issues;

Integrating this dimension into all educational programs, as the culture of peace cannot be a marginal specialization: it must cross disciplines, since all knowledge can and must be oriented towards building bridges of peace.

• Establish working groups to evaluate agreements between and with universities in conflict-affected contexts; Taking ethical responsibility for their collaborations, universities commit to rigorously and transparently evaluating every partnership, exchange, and funding, the moral and political implications of which must be assessed.

• Establish Peace Study Centers; Permanent places of research, documentation, and reflection. Centers that can become points of reference for scholars, policymakers, and civil society; laboratories for developing analyses, proposing solutions, and preserving the memory of conflicts and their resolutions.

• Developing international networks on the themes of Peace.
Peace is by definition a global common good. Universities must forge alliances that transcend political borders, creating communities of research and practice that overcome national divisions, building bridges where others raise walls.

Assisi, 25 February 2026

Université Catholique de Lyon (Founded in 1875) Pr. Grégory Woimbée

Universidad de Guadalajara (Founded in 1792) Prof.ssa Karla Planter Pérez

Agricultural University of Tirana (Founded in 1951) Prof.ssa Erinda Lika e Prof.ssa Koto Romina

Université Clermont Auvergne (Founded in 1519) Prof.ssa Marie-Elisabeth Baudoin

Università degli Studi di Siena (Fondata nel 1240) Prof. Gianluca Navone

Università degli Studi di Macerata (Fondata nel 1290) Prof. John Francis McCourt

Sapienza Università di Roma (Fondata nel 1303) Prof. Fabio Sciarrino

Università degli Studi di Perugia (Fondata nel 1308) Prof. Massimiliano Marianelli

Università degli Studi di Firenze (Fondata nel 1321) Prof.ssa Maria Paola Monaco

Università degli Studi di Camerino (Fondata nel 1336) Prof. Graziano Leoni

Università degli Studi di Urbino Carlo Bo (Fondata nel 1506) Prof. Giorgio Calcagnini

Università degli Studi dell’Aquila (Fondata nel 1596) Prof. Fabio Graziosi

Università per Stranieri di Perugia (Fondata nel 1925) Prof. Valerio De Cesaris

Università del Salento (Fondata nel 1955) Prof. Salvatore Rizzello

Università degli Studi “G. D’Annunzio” Chieti Pescara (Fondata nel 1965) Prof. Liborio Stuppia

Polytechnic University of Marche (Founded in 1969) Prof. Enrico Quagliarini

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EDUCATION FOR PEACE, Europe

Brazil: “Culture of Peace” Reinforces Message of Unity and Social Awareness in Music

… EDUCATION FOR PEACE …

An article from Tribuna

Singer and songwriter Nando Borges has released the song “Culture of Peace,” a composition co-written with Tenison Del Rey and Gerson Guimarães, which proposes a profound reflection on coexistence, respect, and collective responsibility. The song is as a call for social awareness, valuing dialogue, empathy, and non-violence as paths to build a more just society.

Click on image to go to the music on YouTube

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Question for this article:

What place does music have in the peace movement?

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His history marked by cultural and social engagement, Nando Borges—one of the forerunners of Axé Music—uses his voice and his art to broaden debates that go beyond entertainment. “Culture of Peace” is born from his commitment, uniting an engaging melody and strong lyrics that resonate with the current moment in the country and the world, engaging with the global movement of the UN and UNESCO.

“Culture of Peace” is now available on digital platforms. The song also reinforces the importance of music as an instrument of social transformation, bringing art, citizenship, and education closer together. Cultural actions that defend human values, inclusion, and respect are themes that have always been present in Nando Borges’ artistic journey.

(Click here for the Portuguese version of this article)

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EDUCATION FOR PEACE, Latin America

Morelos, Mexico: UAEM Promotes a Culture of Peace Within Its Community

… EDUCATION FOR PEACE …

An article from the Autonomous University of the State of Mexico

Promoting a culture of peace within the Autonomous University of the State of Morelos (UAEM) is a fundamental pillar for strengthening coexistence, respect, and non-violence in academic, administrative, and student spaces, said Fernando Mendoza Vergara, head of the Training Department of the Gender, Equality, and Non-Discrimination Unit.

On the occasion of the School Day of Non-Violence and Peace, commemorated on January 29, Fernando Mendoza emphasized that educating for peace in higher education institutions is a shared need for all universities in the country, as these are spaces where professionals and citizens with social responsibility are trained.

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(Click here for the Spanish original of this article)

Question for this article:

Where is peace education taking place?

Is there progress towards a culture of peace in Mexico?

(Continued from left column)

Mendoza Vergara explained that UAEM actively participates in generating strategies and tools aimed at reducing and eradicating violence within university spaces, based on the development of skills that allow for the transformation of conflicts through dialogue and peaceful coexistence.

He noted that, at his unit, the training area’s work focuses on fostering educational processes for faculty, administrative staff, academics, and students, with the goal of strengthening relationships based on respect, equality, and human dignity.

The university official emphasized the importance of differentiating concepts such as educating for peace, building peace, and fostering a culture of peace, the latter understood as a set of values, attitudes, and daily practices that guide how people relate to themselves and others. He also highlighted that the university has promoted awareness, visibility, and training campaigns, aligned with regulatory frameworks such as Mexican Standard 025 on Labor Equality and Non-Discrimination. These processes require the commitment of each academic and administrative unit to move toward certification.

He emphasized that many violent behaviors have been normalized within the institutional culture, making awareness-raising crucial for the university community to identify practices that violate the integrity of individuals and to consciously transform them.

Finally, he invited those aspiring to join UAEM to adopt a proactive attitude, respect for diversity, and a commitment to peaceful coexistence, as essential elements for strengthening Morelos’s leading university.

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EDUCATION FOR PEACE, Latin America

Sinaloa, Mexico: UAIM promotes the Culture of Peace

… EDUCATION FOR PEACE …

A post on the Facebook page of Mochicahui Unit UAIM (translation by CPNN)

A workshop titled “Culture of Peace,” led by Dr. Gerardo Pérez Viramontes, an expert in culture of peace and conflict resolution and an active member of international research networks in the field, was held for senior management at the Autonomous Indigenous University of Mexico (UAIM) located in Mochicahui, state of Sinaloa.

Lasting two days, this initiative aimed to strengthen institutional leadership through reflection, dialogue, and the development of practices geared toward harmonious coexistence and the peaceful resolution of conflicts.

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(Click here for the Spanish original of this article)

Question for this article:

Where is peace education taking place?

Is there progress towards a culture of peace in Mexico?

(Continued from left column)

At the opening of the workshop, Rector Jesús Rodolfo Cuadras Sainz welcomed the participants, emphasizing the importance of leadership involvement in promoting harmonious coexistence and the peaceful resolution of conflicts. “If we, as administrators, are not capable of resolving our own conflicts, how can we set an example for the university community?” he stated. He also emphasized that a culture of peace is a legal and educational commitment already established in the UAIM Organic Law and the General Education Law.

For his part, Dr. Pérez Viramontes pointed out that peace is not an abstract concept, but a process that requires will, projects, and tools to be consolidated. He noted that UAIM, as a cultural institution, has the responsibility to promote practices that strengthen sustainable reconciliation in divided societies, which will allow it to consolidate its institutional commitment to fostering a culture of peace and reaffirm its role as an educational institution that seeks to train leaders capable of promoting harmonious coexistence and respect at all levels of university life.

The course addressed fundamental topics such as the deconstruction of violence, the regulation and transformation of conflicts, the identification of mediations and pacifist empowerment, as well as reflecting on new epistemologies applied to the culture of peace and sustainable reconciliation in divided societies.

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EDUCATION FOR PEACE, Latin America

Peru: Peace Promoter Training Program

… EDUCATION FOR PEACE …

An announcment from the Peruvian State government (translation by CPNN)

The Ministry of Women and Vulnerable Populations (MIMP) invites women and men over 18 years of age, university students, professionals, community leaders, committed neighbors, and the general public who wish to contribute to spreading a culture of peace in their neighborhoods, communities, and workplaces, with the goal of building a more just and respectful environment in families, schools, and community spaces.

Three free sessions will be held, aimed at acquiring knowledge, skills, and tools that, upon completion of the program, will allow participants to exercise positive leadership based on what they have learned:

Session 1: Culture of Peace, Areas of Action.

Session 2: Tools for Positive Coexistence / Basic Concepts in Human Rights

Session 3: Basic Concepts on Equal Opportunities for Men and Women, Gender Equity, and Constructive Conflict Management / Replication Session Project

Dates: February 5, 12, and 19, 2026
Time: 2:00 p.m. to 6:00 p.m.
Format: In-person
Location: Auditorium of the National Comprehensive Program for Family Welfare – INABIF

Av. San Martín 685, Pueblo Libre
Certificate: 15 hours of instruction (3 sessions of 4 hours each) and 3 additional hours.

General Objective

To promote a culture of peace as a cross-cutting theme for healthy, respectful, empathetic, and violence-free coexistence, through the participation of committed citizens who, based on the skills and abilities acquired in the culture of peace training module, can replicate what they have learned in their community, family, neighborhood, workplace, school, university, etc.

Content by Session

Session 1 | Thursday, February 5

Culture of Peace and its Areas of Action
° Concept of Peace and Culture of Peace
° Components of a Culture of Peace

Session 2 | Thursday, February 12

Tools for Positive Coexistence
° Self-Esteem
° Empathy
° Communication: Concept, Channels, and Techniques

Human Rights
° Concept and Characteristics
° Identifying Rights

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(Click here for the Spanish original of this article)

Question for this article:

Where is peace education taking place?

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Session 3 | Thursday, February 19

Equal opportunities between men and women and gender equity
° Concept
° Inequality between men and women
° Stereotypes
° Building equality from within our families

Constructive conflict management
° Concept
° Conflict analysis

Replica session project
Prepared by the participant

Methodology

The activity will be developed through participatory workshops that will include diagnostic tests, interactive activities, group work, and plenary sessions. These spaces will promote the exchange of ideas, the resolution of doubts by the participants, and the reinforcement of the key ideas of the topic. A PowerPoint presentation will also be used as a visual aid.

This is a space for collective construction that integrates theory and practice around the proposed topic, valuing and leveraging the experience of the participants.

The workshops are facilitated by specialists from the Directorate of Displaced Persons and Culture of Peace.

At the end of the workshop, participants must conduct a follow-up session on one of the topics covered. (Minimum 1 hour)

Why should you not miss this workshop?
° You will learn and strengthen your soft skills.
° You will be able to be an agent of change in your community by sharing what you have learned.
° You will recive an official Certificate from the Ministry of Women and Vulnerable Populations.

Evaluation and Accreditation

Certificates of participation, worth 15 hours of instruction, will be awarded to those who:

° Register and attend all three scheduled sessions.
° Participate in the diagnostic (pre-workshop) and evaluation (final) tests.
° Achieve a final average grade of 14 points or higher, considering both the test and class participation.
° Conduct at least one follow-up session of 1 hour on one of the topics covered in the workshops.

Registration

Register by February 1st or until all available spaces are filled, using the following link: https://facilita.gob.pe/t/43068

On Monday, February 2nd, we will confirm your participation via email, WhatsApp message, or phone call to the number you provided on the pre-registration form.

Organized by:
Directorate of Displaced Persons and Culture of Peace
General Directorate of Population, Development, and Volunteering

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EDUCATION FOR PEACE, Latin America

Federico Mayor: A Culture of Peace, Now More Than Ever

EDUCATION FOR PEACE .

A book review by Ángel Aguas from Noticias Obreras (translation by CPNN)

The Hour of Citizenship: Dignity, Human Rights, and a Culture of Peace
Federico Mayor Zaragoza and Emilio José Gómez Ciriano
HOAC Editions (2026)
84 pages

The recent statement by Pope Leo XIV, addressed to the Diplomatic Corps accredited to the Holy See, that “war is back in fashion and the enthusiasm for war is spreading,” confirms the growing global trend of recent years. In this context, the new publication from HOAC Editions of the Catholic Workers’ Brotherhood (Hermandad Obrera de Acción Católica) champions peace as the only alternative for building a future of hope for all humanity.


(Review continued in right column)

( Click here for the original version in Spanish.)

Question for this article:

What are the most important books about the culture of peace?

(Review continued from left column)

This book recapitulates, in his own words, the extensive pacifist legacy of Federico Mayor Zaragoza, professor and former president of UNESCO, among many other things. When Emilio José Gómez Ciriano, university professor and co-author of the book, invited him to participate, no one knew it would be Mayor Zaragoza’s posthumous work, as he passed away on December 19, 2024.

“This work emerges as an urgent manifesto and an ethical and prophetic compass. It is not only an analysis, but a call to civic action in the face of what its authors perceive as a dangerous global drift toward militarization and the abandonment of humanist foundations…”

Culture of Peace, Now More Than Ever

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EDUCATION FOR PEACE, global

Mexico: Ethics as a Path to a Culture of Peace at the University of Colima

… EDUCATION FOR PEACE …

An article from Comentario

The Ethics and Conflict of Interest Prevention Committee of the University of Colima conducted a series of training sessions for staff from High School 1 and the Faculty of Accounting and Administration in Colima. These sessions focused on the practical application of principles, values, and rules of integrity in university workplaces.

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(Click here for the Spanish original of this article)

Question for this article:

Where is peace education taking place?

Is there progress towards a culture of peace in Mexico?

(Continued from left column)

The activities were led by Rosa Elizabeth García Uribe, the institution’s Comptroller General, and Brenda Lizeth Aguilar García, Director of Administrative Obligations Research. They emphasized the importance of strengthening ethical conduct in daily work as the foundation for respectful and harmonious coexistence.

These actions were supported by the General Directorate for Integral Development, the area responsible for promoting the cross-cutting theme of a culture of peace at the University of Colima. This support helped consolidate a comprehensive vision focused on respect, dignified treatment, and the promotion of human rights within the university community.

During the sessions, participating staff demonstrated openness and dynamism, and recognized the importance of the institution creating training opportunities that strengthen an organizational culture based on integrity, ethics, and peace.
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EDUCATION FOR PEACE, Latin America

School Day of Non-violence and Peace

FREE FLOW OF INFORMATION

by CPNN

The School Day of Non-Violence and Peace is celebrated on January 30.

This year the day was celebrated in Spain, Mexico and Cuba.


March by the students in Teror.

According to Wikipedia, this day was proposed by the Spanish poet Llorenç Vidal Vidal in Majorca in 1964 as a “starting point and support for a pacifying and non-violent education of a permanent character.”

Vidal chose the date of January 30 to commemorate the great prophet of non-violence and peace, Mahatma Gandhi, who was assassinated on this day in 1948.

It was popularized in France in the 1970’s by the Gandhian disciple Lanza del Vasto in his utopian  Communauté de l’Arche.

The day is recognized by UNICEF in Spain.

In Palma, on the Island of Mallorca in Spain, 3,500 primary and secondary school students took part in the School Day of Non-Violence and Peace event. The celebration included the reading of a peace manifesto by student representatives, followed by a concert by the musical group Pèl de Gall. Afterwards, doves were released, a universal symbol of peace and of the commitment to promoting coexistence and the peaceful resolution of conflicts.

In the Mediterráneo secondary schools in Spain,  representatives from each secondary school group read their manifestos on behalf of their classes, linking their pledges to the chain of commitments from the previous group. This gesture symbolized the unity of all students in a shared commitment to positive and respectful coexistence. The grand finale was a reading of the poem “White Souls” by the high school students.

In schools of Zaragoza, Spain, there were artistic creations and exhibitions, fundraisers and charity runs, speeches and poems, music, games, and gatherings in the playground between students of different grades… all promoting peace, non-violence, and kindness.

In the Huerto Escolar Ecológico school in the Canary Islands of Spain, students made presentations for peace and non-violence on their school radio station.

In the Tafira – Nelson Mandela secondary school of the Canary Islands, students listened to “Poetry Committed to Peace” played over the school’s public address system during the first few minutes of each class and the 7th-grade students prepared an “Images for Peace” exhibition.

In the Teror secondary school , also in the Canary Islands, the event began with a march by the students, carrying a banner with the slogan ‘The first condition for peace is the will to achieve it’, and chanting in unison, “Who are we? IES de Teror. What do we want? Peace.” In the Manifesto for Peace read by the students, they also emphasized this message: “Peace is not just the absence of war. Peace is respect, dialogue, equality, and justice.”

The secondary school of La Aldea de San Nicolás in the Canary Islands presented the official video clip of the song “Let us live in peace”.  This audiovisual project is the result of intensive collaborative work aimed at raising awareness among the school community and the general public about the importance of coexistence, mutual respect, and the peaceful resolution of conflicts.

In Salamanca, Spain, the event included the reading of a manifesto, accompanied by a musical performance by a teacher from the Divino Maestro school, followed by the formation of a large circle for peace. Afterwards, the Mayor of Salamanca received a delegation from the school in the Reception Hall.

Continued in right column)

(Click here for the article in Spanish)

Questions related to this article:
 
How can we be sure to get news about peace demonstrations?

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In Villacañas, Spain, a large globe, the work of local artist Manuel García Mochales,was installed in the Plaza de España. Throughout the day, the various participating schools added their artwork and messages to this piece, transforming it into a collective symbol of Villacañas’ commitment to peace. The celebration also included musical accompaniment and the performance of a song that was sung together by all attendees, highlighting the importance of education as a fundamental pillar for building a culture of peace.

In Barcelona, Children from Turó Blau School, Elisenda de Montcada School Institute, Bosc de Montjuïc Institute, Pedralbes Institute, and Caterina Albert Institute shared a series of learning experiences and reflections on “Invisible Violence”. The event was facilitated by the Escola de Cultura de Pau.

Ecologistas en Acción. based in Madrid, took part in the planting of olive trees on the occasion of the School Day of Non-Violence and Peace on January 30. This is part of the campaign entitled “There is no peace without justice.” of the Palestinian Tide platform, comprised of more than 60 educational organizations.

In Lleida, Catalonia, Spain, A total of 1,500 children participated in the commemoration of the School Day of Non-Violence and Peace. The boys and girls left messages of peace on maps installed in the squares of Pau Casals, Magnolias and Sant Jordi. The schools Sant Jordi, Minerva, Sant Josep de Calassanç, Països Catalans, Enric Farreny, Màrius Torres, Parc de l’Aigua, El Carme, Frederic Godàs, Esperança, Maria Rúbies, Joan Oró, Santa Anna, Sant Jaume Les Heures, Santa Maria de Gardeny and FEDAC participated.

In Cieza, Spain, the San José Obrero School in Cieza once again transformed its commemorative day for the School Day of Non-Violence and Peace into a pedagogical and artistic experience. This time, students and teachers climbed onto the deck of a ship to present the play “Pirates of the Sea of ​​Peace”. With the theme that “peace is not conquered, it is built,” students and teachers explored diverse cultures to understand how each people live in harmony, learning the values of each place and performaing a traditional dance from each region.. During the performance, they docked at various ports to receive lessons from each community they visited, including China, Hawaii, Africa, India and Mexico.

The Football Club of Seville, Spain celebrated the day by a series of actions with the Entre Amigos Association in the Polígono Sur neighborhood to combat school absenteeism and bullying.

In Santander, Spain, to celebrate the School Day of Non-Violence and Peace, the mayor placed a plaque to rename the park next to La Anunciación Scholl as “La Paz Park” and a group of children from the school sang a song for peace..

In Peñaranda, Spain,  the school community of La Encarnación celebrated Peace Day in the school auditorium. The students carried symbols related to this commemoration, and a manifesto in favor of peace and against violence was read..

In Vitoria-Gasteiz , in the Basque region of Spain,  a total of 1315 students from all the Church schools in the capital of Alavesa – shared a central event in the New Cathedral for the School Day of Non-violence and Peace. The program included testimonies from several students, music, a prayer, and a manifesto for peace.

In Léon, in the Northwest of Spain, the educational community of the Divina Pastora School commemorated the School Day of Non-Violence and Peace. Students from each grade level created a peace pledge.

In Zocalo Monclova, Mexico, an event was held at the Ignacio Zaragoza Secondary School with educational and municipal authorities. The municipal government reiterated its commitment to promoting initiatives that strengthen a culture of peace in schools.

In the Yucatan, Mexico, the State Center for Social Crime Prevention held a soccer tournament to commemorate the School Day of Non-Violence and Peace.

In Holguín, Cuba, the group Friends of Cuba, based in Victoria, Canada, held a solidarity meeting at the “Ronald Andalia Nieves” school, coinciding with the School Day of Non-Violence and Peace. Accompanied by representatives from the Party, the Government, and the Cuban Institute of Friendship with the Peoples, as well as neighbors and local students, the visitors participated in political and cultural activities and planted a tree as a symbol of brotherhood and commitment to a fairer world.

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EDUCATION FOR PEACE, Europe, FREE FLOW OF INFORMATION, Latin America,

Mexico: USEBEQ Trains 5,000 Teachers to Foster a Culture of Peace

… EDUCATION FOR PEACE …

An article from Quadratin Querétaro

With the goal of creating environments of respect, dialogue, and collaboration, where school communities interact harmoniously, learning to resolve conflicts peacefully, in order to foster a culture of peace, the Basic Education Services Unit in the State of Querétaro (USEBEQ) trained 5,114 teachers from the early childhood, preschool, primary, and secondary levels in the state.

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(Click here for the Spanish original of this article)

Question for this article:

Where is peace education taking place?

Is there progress towards a culture of peace in Mexico?

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According to Irene Quintanar Mejía, General Coordinator of USEBEQ (Basic Education Services Unit of the State of Querétaro), this strategy aims to prevent risky situations and safeguard the well-being and safety of students, teachers, and administrative support staff. She stated that it is therefore necessary to work continuously to strengthen the mechanisms for addressing and detecting these situations, thereby creating spaces of peace and healthy coexistence in school environments.

Regarding the culture of peace, USEBEQ offers various training sessions and workshops on self-care, the value of healthy coexistence, the responsible use and management of social media and digital citizenship, and the recognition and management of emotions. In the last year, these programs have reached 26,374 children and adolescents, 11,595 parents or guardians, and 5,450 teachers.

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EDUCATION FOR PEACE, Latin America