SCHOOLS THAT LEARN TO COEXIST THROUGH THE PATHS OF SCHOOL TOLERANCE

Abstract

School coexistence based on tolerance implies recognizing and valuing diversity as a pedagogical, cultural, and social resource, promoting a climate where differences are negotiated with respect, curiosity, and openness to dialogue, without falling into uniformity or indifference. These schools must articulate conflict prevention and resolution practices that prioritize active listening, peer mediation, and human rights education, strengthening the ethic of care and collective responsibility for the well-being of the entire educational community. For this reason, this essay aims to reflect on the role of schools in the development of coexistence as a learning experience based on the idea of tolerance. The main finding is the need to incorporate a curricular framework that integrates intercultural education, citizenship education, and emotional education, so that classrooms become spaces for learning about identities, values, and social norms, operating with clear rules and shared agreements. In this sense, teacher training plays a central role: strategies are required to develop skills in managing biases, facilitating difficult discussions, and designing activities that promote tolerance without sacrificing academic rigor, as well as ongoing institutional support for pedagogical innovations.