School coexistence and bullying: experience report

Bullying is understood as a manifestation of violence that affects children's cognitive and emotional aspects, and as a consequence, harms school coexistence. Therefore, it requires the development of interventions capable of minimizing these impacts. One of the alternatives proposed in this article is the inclusion of pedagogical practices in the daily routine of classes aimed at promoting school coexistence. In this regard, this research aimed to describe the results of an intervention that sought to foster the promotion of school coexistence among students enrolled in a 5th-grade class at a public school located in the midwestern region of the state of through the interpretation and categorization of results, associating them with theoretical references from Moral Psychology. Through the development of the research, it was possible to provide theoretical and practical support to students, as well as offer opportunities for encouraging conflict resolution, improving interpersonal relationships, and expanding knowledge on the issue.