Define codes for coexistence throughout
all the spaces in the school, codes agreed on according to educational criteria[1]
These are normally called rules. Often these are seen in a negative
light, as we associate them with the habitual authoritarian discipline normal
in traditional schools, or because, even now, it can be difficult to elaborate
them with democratic criteria or they tend to form negative formulas (many come
about in a reactive way while trying to respond to situations of tension). We
understand rules as those agreed markers that facilitate the organization of
coexistence. To facilitate democratic coexistence, they should be few, clear,
agreed upon, compared, feasible, subject to change and designed in a calm and
measured way, according to educational criteria. Shared rules, like any common
code, give us a margin of reference and safety that facilitates people’s involvement
and participation. They are a pact that has to be maintained, so there can be
no impunity if someone breaks them, but nor can punishment be the response, as
this is not based on educational criteria but instead used to humiliate the
person, mixing them up with the problem. Mechanisms need to be sought to
promote healing of the damage done, through searching for solutions to the
problem while respecting the people affected. To heal, it is first necessary to
recognize the damage done and take responsibility for it. The more that people
who broke the rules and caused the damage are involved in this process, the
easier it is for sanctioning measures to move away from punishment and towards
healing, as they will be more aware of everyone’s needs and the reasons behind
their actions. They will also be more motivated to search for an alternative
solution to punishment. Thus, promoting negotiation and mediation processes
between the affected parties are priorities during conflict transformation. To
establish shared rules we have to:
•
Rethink internal regulations as a consensual, practical and familiar tool for
the entire school community
•
Understand classroom rules as something in the service of the whole group, so
they need to be effective – if they are not, they should be modified
•
Stipulate participatory mechanisms that allow for the continuous monitoring of
problems that may arise, relating to coexistence: classroom assemblies and
student councils, coexistence committees, suggestion boxes, etc
• Establish
non-violent mechanisms to solve cases of violation of the rules for coexistence
through restorative practices.
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