Objective:

To analyze three conceptual categories present in the research “Emotional Education for Peace in school contexts, an approach from the perceptions of the actors” namely emotions, conflict and education.

Methodology:

Review of specialized bibliography to recognize the common elements in each each category as well as the relationship between them.

Results:

Five key factors are proposed to think about emotional education for peace: that it be experiential, transversal; that it promotes attitudes and values around self-care and respect of diversity; that it be possible to evaluate; and that it be carried out collaboratively with the whole community involved.

Conclusion:

An education that responds to the challenges of the current times assumes socio-affective development, a positive conception of conflict, and meaningful and collaborative learning environments as essential elements for the construction of peaceful, supportive and fair societies.

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