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An article from Gaceta UNAM
An Academic Working Commission has been established at the National Autonomous University of Mexico (UNAM) with the aim of contributing to and supporting high school education through the development of educational courses on a culture of peace for students and faculty,
This commission is comprised of the University Program on a Culture of Peace and the Eradication of Violence (PUCPAZ), the general directorates of the National Preparatory School and the National School of Sciences and Humanities, the High School Academic Council, the General Directorate of Incorporation and Revalidation of Studies (DGIRE), and the Institute of Legal Research.
Leticia Cano Soriano, head of PUCPAZ, led a ceremony held at the Program’s offices in the Engineering Tower. She explained that the design, development, and integration of an elective course and a training course are part of the University’s strategy to disseminate a culture of peace across all levels of education, beginning in secondary school and later being integrated into higher education.
The Master of Social Work commented that it is important to develop this elective course and training program to offer students and faculty tools that allow them to incorporate a culture of peace and violence prevention into academic activities, with an emphasis on human rights, interculturality, and community social fabric. She also emphasized integrating these themes with other subjects in the high school curriculum.
Sergio Abraham Reyes Pantoja, Academic Secretary of PUCPAZ, explained that, based on the University Program’s Founding Agreement, one of the program’s objectives is the development of its own educational content on a culture of peace. In addition to advising institutions on mainstreaming these topics into their curricula, the commission also promotes the development of human resources for teaching. The aim is to establish plans and strategies at the high school level for disseminating a culture of peace and implementing specific actions to eradicate violence in university environments.
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How can we develop the institutional framework for a culture of peace?
Is there progress towards a culture of peace in Mexico?
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During the meeting, Consuelo Arce Ortiz, secretary of the Academic Council of the UNAM High School, stated that it is essential to begin with an understanding of the regulations, specifically the General Regulations for the Presentation and Approval of Study Plans and Programs. This will provide greater academic validation, and the need to address a culture of peace has already been raised, calling the University to action.
Arce Ortiz added that the commission’s intention is to place the dignity of individuals at the center of education, fostering positive attitudes and positively impacting the lives of the school and teaching community.
Restorative Approach
Mara Hernández Estrada, from the Institute of Legal Research, mentioned that collaborative work is crucial to ensure the classroom becomes a suitable pedagogical environment for fostering a culture of peace, especially in conflict management, and with a restorative approach.
She emphasized the importance of addressing students’ needs to prevent negative impacts in the classroom, aligning with the ethics of care, and raising awareness about violence.
Speaking next, Alejandro Benítez Jiménez, Continuing Education Coordinator at the DGIRE (General Directorate of Educational Research), shared that the affiliated system serves more than 17,000 students in 28 states across Mexico, who follow 263 different curricula, and that they will now be able to incorporate these courses to promote a culture of peace.
In developing new courses, she noted, it is essential to consider the needs of affiliated schools both in Mexico City and throughout the country. She added that the new courses for students and faculty will be an important opportunity to convey not only the message of fostering a culture of peace, but also the teaching strategies to achieve it.
Finally, Jacqueline Leyva Chávez, coordinator of the Institutional Tutoring Program at the General Directorate of the College of Sciences and Humanities, emphasized that the course topics are particularly relevant because students face diverse challenges, and the training must include specific strategies to effectively support and guide them.
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