Resolução de conflitos

The proposal has been already materialized and it is within Moodle.
It can be accessed in http://www.ytuqueharias.info/
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International Peace Education Programs will provide free peace-based educational programming. We will support groups engaged in a critical pedagogy through community-based education with: curriculum development, financial resources, capacity building, and training in Peace Education.The first programs will begin in 2012 in East Africa. Peace Clubs will provide a safe, fun and engaging environment that will introduce children and teens to culturally relevant text, promote critical thinking skills, offer opportunities to engage in health and wellness activities, highlight community peace builders and give participants an opportunity to become Change Makers in their communities. Over the next 12 months we hope to support similar programming in South East Asia, Canada and Central America.

Our Global Community Program will connect a support network of peace educators and students. Through letters, emails, photos, videos and social media each program within the Mmeka network will be able to communicate with participants in other parts of the globe to share and discuss their peace-building solutions and experiences. In addition Peace Educators will be able to share resources.

Lastly Community Development Projects will provide a sustainable income to community members, and promote cross-cultural understanding . Please read more about this program in number four of the sustainability section.

EMPATHY teaches international relations & fosters cross-cultural understanding through video conferencing between rural U.S. children & displaced Afghans. Without EMPATHY, Afghan children may develop misconceptions about Americans due to their experience with war & displacement, triggering animosity & even extremism. Rural American children may develop misconceptions of the world & not understand the reality faced by children in countries at war.

EMPATHY students experience the world beyond familiar borders & develop new understandings of each other. Afghan children interact with Americans their age not linked with the Afghan conflict. American children see the effects of war & poverty. This exposure helps children learn firsthand the world’s realities, begin to eradicate misconceptions, & advocate for justice.

This is accomplished through varied means.
All students:
- online classes (international relations, politics, history & geography & influence of culture on our understanding of each);
- courses on effective cross-cultural communication & basic Farsi/English;
- media material to share experience widely.

U.S.:
- humanitarian service, identifying & responding to IDP needs;
- volunteer travel (safe developing country) to assist displaced communities;
- “Buddy” program to connect U.S. students with locally resettled refugees & aid in their adaptation.

Afghanistan:
- intensive ESL & computer courses to gain skills comparable to global peers.

The training will be offered at all-day schools for students from the age of 15 years. It will be a course for a limited nr. of pupils, ideally a homogenous age group. It will run over 6 weeks, 3 hours each week.

The skills trained are listening skills – empathic, respectful, highly attentive, not-solution-imposing listening. The methodology is clearly defined, the elements are conversation, group work, role play, storytelling.

Each of the participants brings in an actual problem they experienced recently in their friend / family / school environment. During the course they learn how helpful a good listener is to find a creative solution - just themselves. Thereby the students discover their own problem solving ability and learn how important it is to listen “right”.

The courses will be repeated at least once a year for a new group of students.

The establishment of “listening spaces” as school wants to establish a self-aid system at schools – students coach students. It empowers students to help themselves, applying the skills “live” makes the knowledge more profound, strengthens leadership skills – and creates a better school environment.

The training can also be offered a job centres, day care centres, youth clubs (Caritas, Kreisjugendring etc) etc.

A curriculum designed by Poet William Irwin Thompson and Chaos Theorist Ralph Abraham which examines the evolution of consciousness operating within a complex dynamical model is in place at a lab school on the eastern end of Long Island, New York.

Using an integrated curriculum and a team teaching approach, we study the medieval period.

We never actually use the word “Empathy.” Instead, every unit and every stage of every project asks students to know themselves more deeply and to use this knowledge to connect with others.

Six Units:
VOICE--Students study the life of the prophet Mohammed, the Umayyad and Abbasid Caliphates and life in Medieval Spain to prepare for the in-depth study of one of the luminary figures of this era. Students write a memoir in the voice of one of these doctors or engineers or poets and portray them for their peers.

TEAM—Students spend three days and two nights away at a high ropes facility.

ACTION—Students and teachers help set up a homeless shelter run out of a local house of worship and raise money by jumping into the Peconic Bay in February.

DIALOUGE –Students work with Young American Writers Project to draft a one-act play for two actors of their age, the best of which are produced in a professional theater setting.

SELF--In the style of artist Sharin Neshat students do photographic portraits with their maxim written somewhere on or near them.

DIVINATION—In the tradition of the Vikings, we read runes. We also do some conflict resolution work with Beowolf and the Wendel.

The training will focus on the specific needs of the teachers in rural Akon. The face-to-face training will focus on teaching English language literacy in order to build these teachers’ skills and also to build capacity for additional professional development. Program materials will include:

• Reference books – dictionaries and grammar books
• Audio materials for modeling the sounds of English and developing trainees’ listening and speaking skills
• Communication Activities: non-verbal, listening, presentations, engagement, group work. The South Sudan Institute has developed a brochure highlighting communication strategies.
• In line with the communications strategies and approaches developed by the South Sudan Institute, base the program on a communicative approach for teaching a language with more emphasis on speaking and listening skills and practice.
• Make the content relevant for teachers and their needs for English in the classroom
• Identify and/or develop additional audio, multi-media and print-based programs and materials to support materials provided by the Ministry of Education

These recommendations include the language theory based on communicative competence and a syllabus designed to develop proficiency in the English language for teaching purposes.

Objectives include:
• All teachers will achieve a level of general conversational English
• Content oriented to schools and teaching
• Content will incorporate English content plus English teaching methodologies from the South Sudan Institute

As part of their curriculum, students at the school meet once a week to discuss ideas and develop specific projects for how to foster empathy. A portion of this time focuses on learning from the wisdom, experiences and lessons learned of individuals and organizations working on this issue around the globe, as well as reflecting on what empathy means in different contexts – cultural or otherwise. Specific links will be made using technology with groups of young people with whom IICRD is working in Thailand, Brazil and Colombia. With this network, as well as the fact that the students at this tuition-free, international baccleaureate high school represent 100 countries, the project offers young people a strong cross-cultural lens. Ongoing curriculum throughout the year supports reflection and students implement their projects during two intensive week-long sessions, and for a two-month period in between years 1 and 2 of their study, when they either run their project in Canada or their home countries. They are provided with a small amount of project funds where needed, as well as project planning and evaluation tools to support their project development and implementation. After running their project, students return to discuss lessons learned, experiences and refine strategies, focusing on disseminating and sharing their experience widely, using social platforms and multi-media. Online technology will be instrumental in getting the word out and initiating an international online community of youth worldwide working together to foster greater empathy in their communities.

Our project activities actively engage youth through experiential processes and discussions using the following components. The project is also delivered through an interactive online film and workshops.
Step One: Preparation
Teacher and facilitator training - review the show, activities and the Educational Guidebook filled with resources and engaging lesson plans and learn what to do if a student reports an assault.
In-class preparation and interactive discussions led by teachers in the days before the show.
Distribution of resource materials to students in class, including agency contact cards and stickers.

Step Two: Presentation
• Theatre forum presentation (about 75 minutes):
• 5 minute introduction by the Joker: includes the “rules of engagement”
• 20 min scripted play performance layered with problems
• 45-min forum with “interventions” or audience improvisation and interactions to solve the problems presented in the scripted play performance. This is facilitated by the Joker
• 5 min final wrap by the Joker
• Post-show discussions with social service and health workers from community agencies, police officers and peer group youth leaders (30 mins) connect students with local resources as they process the play and express ideas

Step Three: Integration
• Vital in-class post-show activities, led by teachers in the days following the show, set the students in motion to create and organize their own anti-violence endeavours, integrating, applying and extending their learning, and helping to build a safe, healthy, and compassionate environment

"Truth in Translation," asked the question Nelson Mandela posed to his country: "Can we forgive the past to survive the future?", and brought the story of the Truth and Reconciliation Commission into areas of conflict around the world. The goal of the proposed project, modeled after Global Arts Corps’ process and theatre productions, is to strengthen civil society peace-building efforts through international dialogue.

Using the Reconciliation Exchange, young people, primarily between the ages of 12-24, will experience Global Arts Corps performances, talkbacks and workshops through film, audio, and visual interactive media, and will be invited to join discussions and respond to questions on our blog. One component of the Exchange will be a game, “Amnesia,” which will be played out across electronic platforms and in real-time, and will be available to community groups and educators for use in schools and community settings. The goal of the game is to survive and avoid war. The primary weapon needed to achieve this will be the ability to empathize with your perceived enemy.

Wireframes and information maps have been created for the website, and the game and curriculum has been planned out with a game design company based in South Africa, Eden Rage.

Currently, much of the materials used in Tanzanian schools does not explicitly reveal to students how they can be agents for positive change in their country. Through daily instruction CFC will reveal to students that a better world is possible and can be created with their own hands. The CFC curricula is simple; it consists of a teachers manual for each grade level that comes complete with articles and worksheets that can be copied for student use. Initially these manuals will be distributed to World Teach Volunteers who will work in different schools across Tanzania. These teachers will be free to share the materials with fellow Tanzanian teachers who want to use them. Once the pilot program establishes student literacy growth through ongoing assessment results, I plan to partner with Uwezo Tanzania and the Tanzanian Ministry of Education to implement this curriculum in secondary schools nationwide. Pilot implementation of the CFC curriculum will begin this August. Although this program will be initially implemented through World Teach in Tanzania, it is my ultimate goal to partner with other education non-profits across Africa to create country specific curricula that focuses on empathy and self empowerment through social change. The ultimate goal of breaking the cycle of violence in Africa will be met by instilling empathy and problem solving skills in students through these tailor made nation wide curricula.

The ‘Shifting to Compassion’ exercise guides participants through a process of self-empathy and empathy, including context oriented help and guidance, in the form of hints and lists. Participants are encouraged to explore their feelings – both fulfilled and unfulfilled, recognize what the feeling points to – the met or unmet need behind it, and to be curious about what the other person may be feeling and needing as well. The following quotes afford insight to how our solution makes a difference. We highly recommend you try it yourself at: http://www.theexercise.org
i. “This definitely changed my perspective: A) I realized how much the comment actually upset me. B) I was able to get past seeing only my own feelings, and see the other person’s possible perspective. C) I took a deep breath.”
ii. “There was a laser like clarity that helped to illustrate a common communication pattern that often trips up my husband and I. It seems very helpful as a tool to untangle the web that catches us.”
iii. “This is a great idea in helping people to get a hint of Nonviolent Communication. As a student wanting to tell others about NVC, this online exercise met my needs for continued learning, and communicating more peacefully. Thanks.”
iv. “I did feel a connection with compassion to the other person. This also lessoned the strength of my upset. Thanks. I noticed at one point I was willing to experience the possibility of my feelings changing.”

Sticks & Stones is a bespoke school programme: Following an assessment of the school & its anti-bullying policy, plus interviews with individual class teachers/tutors the class-based programme is tailored to meet the specific needs of the class.
Our team of skilled facilitators work with students in a highly focused, sensitive and creative process of exploration. Using a carefully designed combination of collaborative play, drama games, role-play and Forum Theatre a facilitator will guide the student group through an in-depth exploration of the issues.
it gives children three things:
• the ability to recognise bullying,
• the confidence to challenge it,
• and the skills to deal with it.

Our approach is not to attribute blame to individuals, but to look at each class holistically and to examine the group dynamics at play.

Learning can be fun, and often our workshops are the first time the whole class have played together. We give the class a chance to define bullying and measure their actions against that. Role-play allows them to act out alternatives in a safe environment, it holds a mirror up to the class and their behaviour. By fostering a culture of empathy in the class the “silent majority” are encouraged to examine their own role; my approach encourages children to see that bullying is a problem for the whole class, empowers then to realise that they can solve it, and equips them with the tools to change it.
Students then engage in their personal "Contract for Change" defining actions they will implement to change their class.

A typical weekly session of 45-60 minutes duration would include gathering children in a circle with two or more peace facilitators. Teachers and a classroom parent are invited to join in. We begin with a welcoming ritual which includes an honoring of each child with a peace-badge/nametag, a brief heart-centered awareness/gratitude process, then an expressive arts group activity that would enliven and connect, such as a peace dance, or thematically-related ice-breaker game. We would then introduce the day's thematic topic/activity with a brief explanation and often a go-round to each participant by passing a talking stick or heart-object, to foster connection and communication. We would then dive further into the topic or skill of the day. In different stages of our curriculum, we focus on different peace skills. In our 'Peace Within' unit, we focus on self-awareness and self-calming activities, with the aim of giving children mastery of one core centering activity (akin to HeartMath), and a spectrum of other activities. In our 'Peace With Others' unit, we focus on such things as the rainbow path, which teaches the stages of conflict resolution, or offer a compassionate communication activity, such as an empathy circle or reconciliation circle. In our unit on embracing our world with empathy (peace in our world), we explore diversity, ecology and service-oriented projects that empower children to make a difference. At the end of our time together, we share a closing ritual which includes a brief centering activity, goodbyes and some 'peace homework'.

We have created the Textbook called Juega+ Album. This tool is based on “playwork” and on “handouts economy”, which involves a system of conduct modification. Only the positive reinforcement is used. It is rewarded through picture cards and in case a pupil has not been able to comply with the agreed conduct, he/she will not be punished with absence of picture cards. The conducts to be rewarded are selected between all the pupils and their teachers. This allows pupils to always have a positive relationship with each other, proposing coexistence based on empathy and trust and not on punishment. The Textbook Juega+ Album offers syllabus contents which are transversally associated to all subject-matters and the creation of spaces where activities are generated t that favor working on the issue of good life- together. A school orchard should be prepared; compost should be created; sports events should be organized; technological objects should be built; habits for a healthy life should be promoted; entrepreneurial projects should be developed. Activities involving playing with parents are included. Parents also have access to picture cards and conducts are reinforced by playing at home and learning with their children. The playing experience determines a variation in the relational system between the pupils and between pupils and teachers. The idea is that it is possible to reach a consensus on the different coexistence-related areas that we want to strengthen and those that we want to help eradicate because they go against a good interaction.

The project Share Stories, Open Minds is a tie-up between PeaceWorks and Nabadisha, an initiative of Kolkata Police which works with street and slum children and is run entirely by volunteers. In just over a year’s time we are working in seven centres. The project started with a simple idea: focusing on the value of stories in our lives, and how they shape our upbringing and our childhood.
In order to engage underprivileged children, driven by physical hunger and a thirst for knowledge, the project uses a careful selection of stories along with an open-minded attitude where one is able to innovate and adapt to the challenging conditions it is likely to encounter. Stories meant for such a project go beyond mere narration. They inspire children’s imagination and their sense of adventure, to grasp and internalise the positive message it sends.
We now feel the need to engage in more extensive methods to sustain the actions, not only for the children but also for the volunteers. Through experience we have also realised that this method is an effective tool to work with and more children can be reached out to. The primary activities are
• Storytelling
• Workshops
• Trainings
• Exposure trips