Conference Program

This study aims to explore how methods of active Nonviolence ca be merged in teacher training programmes to enhance the relational climate, teacher-student relationship and professional interactions in schools. Several studies suggest that positive relationships are predictors of teacher wellbeing, educational innovation and student learning outcomes. Nevertheless, managing relationships among students, colleagues and parents is one of the prevalent critical issues. Purposeful, non-occasional training in the development of interpersonal and communication skills and the integration of active nonviolent strategies into professional practice can enhance teachers' expertise and improve the quality of relationships in school environment.

Nonviolence is a direct action that positions itself as an alternative paradigm to violence, a term endowed with an autonomous, positive and active value, distinctly different from denying or opposing violence (Capitini, 2024; Muller, 2004). Nonacceptance of reality is much more than passive acquiescence; it represents deliberate political and educational action aimed at fostering a culture of peace. Nonviolence implies a unity of theoretical reflection, educational practice and professional self-reflection. Education for nonviolence is enacted daily in the classroom, but it also requires nonviolence in education itself: disarming language and glance towards oneself and others, recognising stereotypes and epistemic and cultural biases, resisting the normalization of logics of domination, judgment, performance and competition. In interdependence, every participant in the school system may be regarded as co-responsible for the entire community, contributing to the construction of a planetary humanism (Morin, 2015).

Through a narrative review of the scientific literature, designed in accordance with the SANRA (Scale for the Assessment of Narrative Reviews) guidelines (Baethge et al., 2019), this paper aims to investigate the ways in which theoretical-practical model of Nonviolence has been applied in teacher training, the tools, the transformations documented and the recommendations suggested in the reviewed studies. The objective is to highlight how nonviolent practices and tools - such as Nonviolent Communication (Rosenberg, 2017), dialogic practices (Dolci, 2012), Theatre of the Oppressed, restorative methods, conflict transformation strategies (Patfoort, 2014) and Communities of Inquiry (Manara, 2011) - are helpful for repositioning educational action within the framework of Nonviolence. This approachstrengthens the quality of the alliance between students, families and teachers, and facilitates the design of systematic training pathways that enable the practical application of tools for deconstructing structural and cultural violence (Galtung, 2011).