Ngā hua rapu - "Coexistence"

Weaving environmental knowledge, the ancestral territory and coexistence mā Garavito Suarez, Hammes Reineth, Chaparro, Sandra

Ngā marau: “…coexistence…”
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Guardians of the Earth: Building Love with the Territory, an Educational Experience of Coexistence at School mā Pulido-Montealegre, Erika Hazen, Moreno-Maldonado, Sebastián

Ngā marau: “…Coexistence…”
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Towards a Peaceful Coexistence in school: Perceptions of School Violence and Conflict Handling mā Díaz Better, Sindy Paola

Ngā marau: “…peaceful coexistence…”
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Educational inclusion and school coexistence in Chile: A look based on speeches by school directors mā Montoya Ojeda, Claudio Andrés, Barraza Rubio, Diego Eliseo

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The school as a peace facilitator scenario: a survey of work on ethical training school, to build better relations of coexistence within and outside the classroom mā Rivas Buitrago, Ingrid

“…The current document is part of the advance work for doctoral research; “Ethics for School Education Peaceful Coexistence. Case study in the UPZ Megacolegios 87 Location seven Bosa, Bogotá “, under the Doctorate in Education and Society at the University of La Salle. …”
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Successful learning and experiences of the associative movement with people in social exclusion situation during confinement in Spain mā Illanes Segura, Rocío

Ngā marau: “…coexistence…”
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Lidership school girls and young women in the education sector: a commitment policy to build peace mā Parra Ordoñez de Valdés, Guisset Stephanny, Corpas Figueroa, Jessica Nathalie

Ngā marau: “…peaceful coexistence…”
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Not-intentional learning in the complexity of school environment: An emerging matter and actions’ facilitator towards peacebuilding mā Becerra Martínez, James Frank, Cárdenas Forero, Oscar Leonardo, Moncada Rodríguez, María Anais, Negrete Soler, Edith Constanza, Prieto Acuña, Ángela, Uribe Garzón, Sonia Milena

Ngā marau: “…peace and coexistence education…”
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The spatial con!guration Nelson Mandela IED school mā Aranzazu Portilla, Jhon Alexander

“…In the case of the school, perceptions and spatial practices of students reveal contradictions against the dominant conceptions organized institutional life and where situations of vulnerability, discrimination or socio-spatial exclusion are promoted, which need to be resolved in the framework of a peace education, either from the legal frameworks, processes coexistence or pedagogical practices.…”
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