WEAVING PEACE THROUGH SCHOOL COEXISTENCE AS A PATHWAY TO SOCIAL TRANSFORMATION

Abstract

The school constitutes the central axis of the social and cultural fabric; consequently, it is consolidated as one of the most significant mechanisms for the construction of peace. This study develops a reflective analysis aimed at identifying the transformative role of educational institutions in strengthening a culture of peace among educational stakeholders. From a critical pedagogical perspective, the school cannot be understood as a neutral space; rather, it operates as a social apparatus that functions as a primary nexus of social interaction, capable of instilling in students and other members of the educational community the values, principles, and competencies required for the transformation of the relationships that characterize contemporary societies. This reflection is articulated around the metaphor of the social fabric as a symbolic category that facilitates an understanding of the interconnections established among school, culture, and society. Through this metaphorical framework, the study examines how everyday practices of school coexistence are constructed, as well as the threads that define and constitute an essential part of the broader communal fabric. Finally, the article highlights that social transformation is not exclusively the result of large-scale decisions or external policy interventions; rather, pedagogical micro-practices shape enduring dispositions and habits in students, directly influencing school coexistence and positioning it as a strategic and indispensable axis of educational policy aimed at the effective construction of peace.