Scientific Articles

Morejón, A. O., Esnaola, H. Z., Garabieta, M. S., & Guerrero, G. Á. (2025). Dialogic Pedagogical Gatherings to Foster Pre-service Teachers Self-Efficacy in Addressing School Violence. REMIE: Multidisciplinary Journal of Educational Research, 15(1), 22-42.https://hipatiapress.com/hpjournals/index.php/remie/article/view/16378

Ruiz-Eugenio, L., Munte-Pascual, A., Khalfaoui, A., & Serradell, O. (2023). Dialogic scientific gatherings with mothers and teachers from a primary school: raising awareness about the impact of gender and education research. Humanities and Social Sciences Communications, 10(1), 1-11. https://www.nature.com/articles/s41599-023-02224-6

De Mello, R. R., Soler-Gallart, M., Braga, F. M., & Natividad-Sancho, L. (2021). Dialogic feminist gathering and the prevention of gender violence in girls with intellectual disabilities. Frontiers in psychology, 12, 662241. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.662241/full

Roca-Campos, E., Duque, E., Ríos, O., & Ramis-Salas, M. (2021). The Zero Violence Brave Club: a successful intervention to prevent and address bullying in schools. Frontiers in psychiatry, 12, 601424. https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2021.601424/full#B35

Explanation of the Post

Dialogic Feminist Gatherings offer teachers the opportunity to engage with scientific knowledge about gender equality and the prevention of violence. By discussing high-quality research in an egalitarian dialogue, educators develop a deeper understanding of the causes of gender-based inequalities and the strategies that have proven effective in addressing them. Incorporating these gatherings into teacher training equips educators with evidence-based tools they can apply in their classrooms and school communities to foster safer and more equitable environments. For example, teachers can read scientific articles about successful educational actions such as the Zero Violence Braves Club, which has helped many schools prevent peer violence by promoting solidarity, rejecting aggressive behaviors, and empowering students to choose and support nonviolent role models.

Other sources

Flecha, R., Puigvert, L., & Racionero-Plaza, S. (2023). Achieving student well-being for all: Educational contexts free of violence (Analytical report). NESET. Publications Office of the European Union. https://doi.org/10.2766/463854