{"id":6466,"date":"2023-12-01T11:12:25","date_gmt":"2023-12-01T14:12:25","guid":{"rendered":"https:\/\/www.foradacaixacoletivo.com.br\/openzine\/?p=6466"},"modified":"2026-07-06T10:39:52","modified_gmt":"2026-07-06T13:39:52","slug":"education-for-peace-leadership-and-emotional-health-program","status":"publish","type":"post","link":"https:\/\/www.foradacaixacoletivo.com.br\/openzine\/education-for-peace-leadership-and-emotional-health-program\/","title":{"rendered":"Education for Peace – Leadership and Emotional Health Program"},"content":{"rendered":"\n
\"\"<\/figure>\n\n\n\n
\n
Portugu\u00eas<\/a><\/div>\n<\/div>\n\n\n\n

This article is a presentation of the best moments of the program Education for Peace<\/strong> carried out throughout 2023 by the team of the cultural collective Fora da<\/strong> Caixa<\/strong> in partnership with the Educand\u00e1rio e Instituto Andr\u00e9 Luiz<\/a>.<\/strong><\/p>\n\n\n\n

Since 2018, we have been working with children and young people supported by Educand\u00e1rio, always seeking to develop and improve our education program of Leadership and Emotional Health. <\/strong>We have already published the results of previous years in other articles, here we will highlight the conversations, reflections, presentations and opinions of the young people who were present at this year’s meetings.<\/p>\n\n\n\n

The strategies developed and adopted in the program are the result of years of studies and research carried out by Regina Proen\u00e7a<\/strong>, coordinator of Fora da Caixa Cultural Collective<\/strong> which has been developing and implementing Education and Culture of Peace projects for over 25 years. The excellent results obtained have brought us several awards, national and international recognition, and invitations to present our program at Peace Education events in India, Mexico, Nepal, United States and Brazil. This makes us proud and motivates us to continue our work even more. The combination of scientific and philosophical information associated with dialogue and group dynamics guides the classes, the active participation of the youngsters is always encouraged and valued. This year we had the special participation of Mirela Proen\u00e7a<\/strong>, a member of our team who enriched our program with her presence. The youngsters were able to count on her support, guidance and friendship throughout the year and this made a huge difference in the final result. Her observations, life and professional experience in living in other countries brought many opportunities for cultural information and reflections to the group.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

Program Structure<\/strong><\/p>\n\n\n\n

The classes are designed in three phases: me – with myself, me and others and me and the community. In the first phase we address issues and dynamics of self-knowledge, we introduce breathing exercises, body awareness and silent meditation to the group. We applied a questionnaire about Emotional Health <\/strong>where we explore the predominant feelings and emotional effects observed during the pandemic period. Another questionnaire about Behavioral Ethics<\/strong> was applied where they described the way they behave in their routine at home and at school, in addition to questions about their socio-emotional issues and difficulties related to physical and psychological health.<\/p>\n\n\n\n

The moments of silence helped to reduce anxiety and improve the emotional balance of young people.<\/em><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

At the beginning we talked a lot about the effects that the Pandemic had on the group, about what it was like to deal with isolation, with deaths of people in the family and community, how they were affected by anxiety, sadness and the constant state of fear of contracting the virus. We talked about the importance of vaccination and how to seek correct scientific information to reduce the harmful effects of fake news that are multiplying on social media.<\/p>\n\n\n\n

Little by little we introduced a repertoire that had a more philosophical and political-social content, the reflections became deeper and related to social movements, human rights, peaceful demonstrations and personalities that inspired the world through their moral authority and ethical leadership.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Through documentaries, films and lectures, we presented the philosophy of non-violence of Mahatma Gandhi, Martin Luther King, Mandela, Rosa Parks,Malala, Greta Thumberg, among others. We reflected on the racial desegregation, boycotts, marches, peaceful protests and occupations, feminism, human rights, vocations and dreams.<\/p>\n\n\n\n

We also invited young people to use creativity as a strategy to improve concentration, reduce anxiety and thus get in touch with art through painting mandalas. This experience was very positive and the result provided a variety of beautiful mandalas, which were displayed in the Educand\u00e1rio so that everyone could appreciate them.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

The questionnaires and proposed activities helped us get to know the participants better and helped create a harmonious, stimulating and peaceful environment where differences were valued and the exchange of opinions and knowledge flowed freely and lightly. We had no problems with indiscipline, bullying or any other disrespectful behavior involving verbal and\/or physical aggression.<\/p>\n\n\n\n

Most classes are held with chairs and tables arranged in a circle, facilitating expression and dialogue with participants. We do not adopt the traditional model where the teacher is the only one who can see the faces of the participants, everyone has a speaking place and everyone can see each other. It seems like a banal thing, but the structure of a traditional school does not allow good communication, the arrangement of chairs is done in a way where the teacher is  included in the circle. The traditional way separates and distances the teacher from the students, creating a structure of hierarchy and power that comes from medieval times, where the teacher was considered the only one who had knowledge, see the meaning of the word \u201cstudent\u201d, which comes from Latin \u201caluno\u201d and means \u201c without light.”<\/p>\n\n\n\n

The format of the classes was reflected in the program evaluation responses, as noted by one of the participants<\/em>:<\/p>\n\n\n\n

\n

\u201cI really enjoyed all the classes, it was a different experience, I felt connected with the teachers and that changes a lot. The themes are subjects that interest me a lot, so each time, I became more curious. I like how the class is similar to (or is) a conversation circle, it makes us more comfortable\u201d<\/em><\/p>\nGabriella, 17 years old<\/em>.
<\/cite><\/blockquote>\n\n\n\n

\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

Mirela interacting with the group, everyone felt free to ask or express themselves on any topic.<\/em><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

When they learn to dialogue, listen to others and disagree respectfully, they are able to carry out more efficient, empathetic and inclusive communication. Thus providing emotional maturity in their interactions inside and outside the school environment. This learning is very valuable. We hope that these positive attitudes can accompany them into their adult life.<\/p>\n\n\n\n

This perception of how participants will take to life the teachings they received in the program was presented in the remarks of Vitor, at just 11 years old, when talking about which of the documentaries had the biggest impact on his life:<\/p>\n\n\n\n

\n

\u201cThe Mahatma Gandhi documentary. Because I deal with issues without knocking like them and practice lots of satyagraha with my friends.\u201d<\/em><\/p>\nVitor Hugo, 11 years old<\/em>.<\/cite><\/blockquote>\n\n\n\n

For those who are not familiar with the terms used by Gandhi, satyagraha<\/em> means \u201cfirmness in the Truth\u201d, acting ethically and without giving up moral and human principles.<\/p>\n\n\n\n

Among the activities proposed to the participants, we had an experience entitled \u201cPrivilege Walk\u201d, it is a dynamic that was adapted and applied with young people so that they could understand the obstacles and privileges they have in their lives. We also use this dynamic to show that even with all the obstacles that adult life presents us, we can develop our talents and gifts to break the cultural and social bubble that surrounds us. This is often our differential, it is our commitment and dedication that generates good results. We have to nourish the dreams and hopes of the group because this is what makes our existence enriching and makes achievements appreciated at each stage.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n

Although our main focus was on Peace Culture strategies and self-knowledge, during the project we saw the beginning of conflicts in the Gaza Strip. This led us to provide a historical contextualization of the factors that culminated in this tragic event. It was interesting that even before we developed the topic, the youngsters expressed empathy and compassion for both sides. They did not position themselves for or against Israel and Palestine, but they were positioned in favor of Life. We realized that the program’s journey was already offering us its fruits, showing that generosity, kindness and compassion had already settled in their hearts. A war is never the best way to resolve a conflict, nothing justifies the brutality, murders and devastation of bombings, civilians are the ones who suffer the most always. We have been through other periods of war and unfortunately we have not yet learned to dialogue. We repeat the same mistakes as before and consequently the results will be similar. As Mahatma Gandhi pointed out, \u201can eye for an eye and everyone will go blind\u201d. Amidst sadness and disappointment due to the failure of diplomatic relations, they are still at war despite having spent more than two months of conflict.<\/p>\n\n\n\n

Art as mean of Peacebuilding<\/strong>We presented them the exhibition Art for Peace<\/strong>, which in this edition our project received works from artists living under the rule of the Taliban in Afghanistan, in a refugee camp in Kakuma in Africa, and some of the artists who managed to escape and today live as refugees in Pakistan. Real cases of people who suffer with violence and conflicts. This contact with the works and stories of the dilemmas surrounding the creations helped to complement our teachings about the need to create a better world, where people can enjoy the basic conditions of social justice, human rights, well-being and peace. The works were displayed alongside the artists’ profiles and everyone was able to get in touch with the different cultures and contexts where they live.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\"\"<\/figure>\n\n\n\n
\n