Components of Nonviolent Communication: Contributions to the Improvement of School Coexistence

Juliana Cristine Bergamo de Palma; Carolina Matteussi Lino

DOI: 10.22167/2675-6528-202603076

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

School coexistence represents a contemporary challenge, marked by interpersonal conflicts and communication difficulties between students and teachers. This study analyzed how the components of Nonviolent Communication (NVC) can contribute to improving coexistence in a school community within the municipal network of São Paulo. An applied research with a qualitative approach was conducted, including documentary analysis of the Political-Pedagogical Project (PPP), observations of the school context, and the facilitation of three training workshops with teachers and the management team. The documentary analysis was organized by the four elements of NVC: observation, feelings, needs, and requests. The results indicated that, although the PPP contemplates principles of coexistence and respect, it lacked the explicit inclusion of structured communication strategies. The workshops, focused on NVC, peace culture, conflict mediation, and neuroscience, fostered self-reflection on communication patterns, active listening, and the relationship between emotions and learning. It was concluded that the conscious incorporation of NVC elements can favor conflict mediation, strengthen bonds, and promote a more welcoming school climate, contributing to more humanized interpersonal relationships and pedagogical practices, resulting in a more efficient and meaningful teaching-learning process.

Keywords: School climate; Nonviolent communication; School coexistence; Conflict mediation; Pedagogical practices.

1. Introduction

The school transcends the function of a mere center for the acquisition of formal knowledge, configuring itself as a privileged space for coexistence and the integral formation of the individual. In this environment, the social interactions established between students, teachers, and the school staff are crucial for cognitive, emotional, and social development. However, daily school life is often permeated by communication difficulties, interpersonal conflicts, and, at times, abusive or authoritarian practices, elements that negatively impact the institutional climate and the teaching and learning process itself.

Given this scenario, the need to promote strategies that foster more empathetic, respectful, and collaborative relationships becomes evident. Nonviolent Communication (Rosenberg, 2006) emerges as a promising approach, seeking to transform the way people express themselves and relate to each other. It promotes active listening, empathy, and peaceful conflict resolution. Its four components – observation, feelings, needs, and requests – offer a structured path for building more conscious and effective dialogues, where messages cease to be automatic responses and become based on what is perceived, felt, and needed. This approach aligns with the concepts of a Culture of Peace, which advocates for values, attitudes, and behaviors that reject violence and promote dialogue, cooperation, and respect for Human Rights (UNESCO, 1989).

The relevance of Nonviolent Communication extends to the field of learning neuroscience, as it values emotional regulation and the construction of safe environments, essential factors for cognitive development. Emotion and reason are inseparable processes, with emotions playing a fundamental role in decision-making, memory, and learning (Damásio, 2012). Situations of stress, fear, or threat activate emotional responses that can compromise cognitive functions such as attention and memory, hindering learning. Empathetic communication practices, such as those proposed by NVC, contribute to the reduction of negative emotional states and favor self-regulation. Emotionally safe environments, in turn, enable better brain function, especially of the prefrontal cortex, responsible for processes such as concentration, planning, and impulse control (Lent, 2008). Thus, NVC, by promoting more respectful relationships based on understanding needs, contributes to the creation of a welcoming school climate, enhancing the development of cognitive and socio-emotional functions.

In the context of educational policies, institutional documents such as the Political-Pedagogical Project (PPP) frequently highlight the importance of school coexistence, civic education, and the development of socio-emotional skills (Goleman, 2012). However, these documents do not always explicitly outline structured pedagogical practices that guide communication and sustain it in daily school life. This gap reinforces the need for research that articulates theory and practice, especially regarding communication and conflict mediation. The analysis of institutional documents and the observation of pedagogical practices in schools often reveal a discrepancy between the discourse that values dialogue and respect, and the predominance of authoritarian stances, verticalized communication, and low student participation.

Thus, this study is justified by the need to promote improvements in school coexistence through theoretically grounded and educationally applicable strategies, contributing to the construction of an emotionally safe school environment, essential for the development of executive functions and meaningful learning. Furthermore, it seeks to offer subsidies for more humanized pedagogical practices that consider the emotional dimension as a central element in the educational process. Therefore, the objective of this study was to analyze how the components of Nonviolent Communication (observation without judgment, expression of feelings, identification of needs, and formulation of requests) can favor the improvement of school coexistence, based on the documentary analysis of the Political-Pedagogical Project of the school unit in question and the observation of the educational context.

2. Material and Methods

This study was characterized as an exploratory research, with a qualitative approach, structured through a case study, focusing on understanding the practices related to school coexistence. The methodology was selected to analyze how the components of Nonviolent Communication (NVC) can contribute to the improvement of coexistence in a Municipal Elementary School (EMEF) in the municipal network of São Paulo, SP. The exploratory research sought to familiarize the researcher with the problem, making it explicit and facilitating the construction of ideas (Prodanov and Freitas, 2013). The qualitative approach aimed at understanding the meanings and dynamics of social relations, which cannot be reduced to numerical data. The case study allowed for a detailed analysis of coexistence and communication in the school environment under real conditions.

Data collection occurred between the last bimestre of 2025 and the first of 2026, a period during which participant observation was carried out. This procedure focused on pedagogical practices and general communication among teachers, students, management, and technical staff. The records and analyses of this observation were elaborated from the situated perspective of the researcher, who acted directly in the environment. Complementarily, documentary research was conducted, focusing on the institution’s Political-Pedagogical Project (PPP), with the objective of verifying the alignment between official guidelines and daily school life.

The analysis of the Political-Pedagogical Project was conducted through the content analysis technique (Bardin, 2011). The study sought to identify how the document addressed themes such as coexistence, empathy, respect, and conflict resolution, as well as to verify the mention of principles of dialogic or empathetic communication and institutional strategies for the development of socio-emotional skills. The findings were categorized into specific thematic axes: Empathy, Dialogue, Conflict Mediation, and School Coexistence. The data were organized to relate the institutional discourse to the observed pedagogical practices.

Based on the data collected through participant observation and documentary analysis, three training workshops were held. These workshops were intended for teachers and the school unit’s management team, conceived as a formative intervention. The objective was to bring the assumptions of Nonviolent Communication, Culture of Peace, and neuroscience of learning closer to the concrete situations experienced in daily school life. The organization of the activities considered the gaps identified in the diagnostic stage, especially the absence of systematized strategies for empathetic listening and communication.

Each workshop lasted ninety minutes and was structured in five stages: welcome and awareness, dialogued exposition, practical activity, discussion and reflection, and synthesis and commitment. Workshop 1, “Nonviolent Communication in school practice”, was conducted to develop empathetic communication skills. Participants were exposed to the four components of NVC (Rosenberg, 2006) and carried out practical activities of reformulating everyday situations, transforming judgmental phrases into statements that contemplated observation, feelings, needs, and requests. Principles of Peace Culture and neuroscience on emotional regulation were also addressed.

Workshop 2, “Culture of Peace and conflict mediation,” aimed to develop mediation strategies based on active listening, respect, and the collective construction of solutions. It was based on the principles of the Culture of Peace (UNESCO, 1989), NVC, and contributions from neuroscience on empathy. During the practical activity, cards with school problem situations were distributed, and participants assumed different roles to practice active listening, identify feelings and needs, and build agreements for conflict resolution. The strategies used were discussed collectively.

Workshop 3, “Neuroscience, emotions, and learning,” aimed to broaden the understanding of the relationship between brain function, emotions, and student behavior. The theoretical foundation was based on the neuroscience of learning, according to Damásio (2012) and Lent (2008). In groups, participants analyzed problem situations involving different student profiles, discussing possible relationships between emotional states and behaviors, and developing pedagogical strategies. After the workshops, participants’ manifestations were observed and considered in the interpretation of the results, in conjunction with the findings from participant observation and documentary analysis.

The entire methodological process was supported by a comprehensive bibliographic review, which included authors such as Rosenberg (2006), Goleman (2012), and Damásio (2012), providing the necessary theoretical support for Nonviolent Communication, the neuroscience of learning, and school coexistence. Data analysis was guided by a thematic categorization organized into four main axes, defined from specialized literature and evidence observed in the school context. Additionally, Artificial Intelligence tools were employed to support the textual organization and linguistic review of the work, with all content being analyzed and revised by the author.

3. Results and Discussion

The analysis of the school unit’s Political-Pedagogical Project (PPP) revealed an institutional concern with the organization of school relations, respect, and discipline, but predominantly under a normative approach. It was observed that mentions of communication were frequently associated with compliance with rules and the establishment of order, without due emphasis on dialogical, empathetic, or conflict mediation practices. This finding suggests a significant gap between institutional discourse and proposals for a more humanized and non-violent school coexistence, which are fundamental for an effective educational environment.

To systematize the PPP findings, the documentary analysis was organized into thematic categories. In the Empathy category, the document valued respect for differences, indicating a concern with inclusion and integral formation. However, there was a lack of explicit systematized practices for active listening and emotional expression. In the Dialogue axis, there was encouragement for student participation and listening, but communicative openness was poorly structured, without clear active listening strategies.

Regarding Conflict Mediation, the PPP expressed the intention to promote peaceful resolution, however, it did not detail clear practical strategies for it. Finally, in the School Coexistence category, the document promoted a respectful and collaborative environment, with a discourse aligned with citizen formation. However, it did not present concrete strategies for strengthening bonds and developing empathetic communication in daily school life.

These gaps indicate that, although the PPP contemplates principles compatible with Nonviolent Communication (NVC), it still lacks practical operationalization and pedagogical intentionality to sustain the effective application of these principles in the school context. The absence of structured strategies for active listening, expressing feelings, and mediating conflicts weakens the construction of more conscious and effective mediation processes, as advocated by Rosenberg (2006).

A comparative analysis between the institutional discourse of the PPP and the pedagogical practices observed in the daily school routine, also described in the literature as recurrent in traditional contexts, revealed important contradictions. Regarding Empathy, the PPP valued respect for differences, but the observed practice showed little individualized listening to students, evidencing a distancing between the inclusive discourse and reality. This discrepancy suggests that the mere mention of principles is not sufficient for their effective implementation, as Goleman (2012) points out about the need for pedagogical intentionality for the development of socio-emotional skills.

In the Dialogue axis, the PPP encouraged student participation and listening, but observations revealed a predominance of expository methodologies and verticalized communication, centered on the figure of the professor. This practice contrasts with the proposal for participation and indicates that the quality of school relationships is directly linked to the capacity for authentic expression and empathetic listening, according to Rosenberg (2006). The lack of systematized strategies for active listening and the formulation of clear requests limits the effectiveness of communicative interactions.

Regarding Conflict Mediation, the institutional document referred to peaceful resolution, but the school’s daily life was marked by the predominance of punitive and disciplinary strategies, such as incidents and suspensions. This traditional logic of behavior control diverges from the premises of NVC, which emphasize the identification of feelings and needs as the basis for conflict resolution (Rosenberg, 2006). The inconsistency between discourse and practice weakens the construction of conscious and structured mediation processes.

Regarding School Coexistence, the PPP aligned with principles of citizen formation and the construction of a respectful environment. However, the recurrence of interpersonal conflicts, student demotivation, and observed relational difficulties suggest that these principles were not fully materialized in practice. This discrepancy between institutional discourse and lived reality can be understood through content analysis, which allows for the identification of incongruities between the manifest content of documents and their application conditions (Bardin, 2011).

The observation of school dynamics revealed that interpersonal conflicts are recognized as part of the team’s daily routine. Although there was an awareness of the importance of listening, dialogue, and fostering affective bonds, educators faced difficulties in operationalizing these practices. The main factors identified for this difficulty included the fear of losing classroom control, workload overload, lack of specific training, and the absence of institutional protocols for conflict mediation and the implementation of NVC (Nonviolent Communication).

Given the gaps identified between institutional discourse and observed practices, three training workshops were held with teachers and management staff. These workshops were conceived as an intervention to bring the principles of Nonviolent Communication, Peace Culture, and the neuroscience of learning closer to the concrete situations of daily school life, seeking to fill the need for systematized strategies for listening, empathetic communication, and conflict mediation.

Workshop 1, titled “Nonviolent Communication in School Practice,” aimed to develop empathetic communication skills to improve dialogue with students and reduce conflicts. Based on Rosenberg’s (2006) four components of NVC (observation without judgment, feelings, needs, and requests), the workshop also articulated principles of Peace Culture and contributions from neuroscience on emotional regulation. The thirty-minute activity of rewriting judgmental phrases, such as “you never pay attention,” to “I noticed you didn’t copy the activity. I’m concerned because I need you to follow the class. Can you try to do it now?”, exemplified the practical application of NVC principles.

The expected results for Workshop 1 included the reduction of authoritarian speech, increased emotional awareness among teachers, and strengthening the bond between teachers and students. The substitution of judgments with observations and the clear expression of feelings and needs, as proposed by Rosenberg (2006), foster more respectful and effective interactions. From a neuroscience perspective, this process is associated with the activation of the prefrontal cortex, responsible for emotional self-regulation and decision-making (Lent, 2008).

Workshop 2, “Culture of Peace and conflict mediation”, aimed to develop mediation strategies based on active listening, respect, and collective construction of solutions. The theoretical foundation included the principles of the Culture of Peace (UNESCO, 1989), NVC in conflict mediation, and neuroscience, focusing on empathy and mirror neurons. The “conflict line” dynamic and the practical role-playing activity with problem-situation cards allowed participants to practice active listening, identify feelings and needs, and build agreements for conflict resolution.

The expected results for Workshop 2 highlighted the reduction of punitive practices, the development of active listening, and the strengthening of restorative practices in school conflict management. The emphasis on active listening and the collective construction of solutions contributes to the development of empathy, a process intrinsically related to the neurobiological bases of emotions and the ability to understand others (Damásio, 2012). These competencies are fundamental for the quality of interpersonal relationships and for the institutional climate (Goleman, 2012).

Workshop 3, “Neuroscience, emotions, and learning”, aimed to broaden the understanding of the relationship between brain function, emotions, and student behavior, promoting reflection on more adequate pedagogical practices. The theoretical foundation was based on the neuroscience of learning, focusing on emotional regulation and the emotion-cognition relationship, according to Damásio (2012) and Lent (2008). The dialogued exposition addressed concepts such as the emotional brain, amygdala, prefrontal cortex, stress, learning, and window of tolerance.

In the practical activity of Workshop 3, participants analyzed problem situations with different student profiles (aggressive behavior, disinterest, challenging the teacher), discussing what might be happening in the student’s brain and how the teacher could act. Expected outcomes included a greater understanding of student behavior, a reduction in moralizing interpretations, and increased classroom engagement. Emotionally safe environments favor cognitive functioning, reducing stress responses and expanding attention and memory capacity (Lent, 2008).

After the workshops were held, it was observed that teachers and management staff showed receptiveness. The initial activities promoted moments of self-reflection on communication patterns, broadening awareness of judgment, standardized reactions, difficulty in expressing feelings, and emotional overload. There was also the perception that the conduct of classes and conflict mediation were frequently based on an energetic and harsh stance to maintain control.

However, on some occasions, the emergence of more empathetic strategies was observed, especially regarding active listening. These initial results reinforce the understanding that empathetic communication contributes to the construction of emotionally safer environments, a fundamental condition for learning. The willingness to transform school relationships, even if gradual, was evident, indicating the potential of the communicative and socio-emotional competencies proposed by NVC.

In an integrated manner, the results of the workshops indicate the possibility of expanding teachers’ emotional awareness, strengthening active listening and dialogue, reducing punitive practices, improving the school climate, and increasing student engagement. These aspects reinforce the understanding that the incorporation of NVC in the educational context can significantly contribute to the construction of more welcoming and conducive learning environments, enhancing the development of cognitive and socio-emotional functions.

The articulation between Nonviolent Communication, Culture of Peace, and the neuroscience of learning presented itself as a consistent path for the qualification of interpersonal relationships and for the strengthening of more humanized pedagogical practices. The understanding that emotion and cognition are inseparable processes (Damásio, 2012) broadens the perception of students’ behavior, favoring more sensitive and effective pedagogical practices that consider the emotional dimension as a central element in the educational process.

In summary, the findings of this study demonstrate that, although the school’s Political-Pedagogical Project presents principles aligned with school coexistence and citizen formation, there is a significant gap in the explicit articulation and implementation of structured communicative strategies. The training workshops, by introducing the components of Nonviolent Communication, Peace Culture, and the neuroscience of learning, proved effective in promoting self-reflection and the development of empathic and mediating skills among educators, indicating a promising path to transform the school climate and pedagogical practices.

4. Conclusion

This study sought to analyze how the components of Nonviolent Communication (NVC) can foster the improvement of school coexistence, based on the documentary analysis of the Political-Pedagogical Project (PPP) and the observation of the educational context of a school unit. It was found that, although the institution’s PPP contemplated principles of respect and coexistence, there was a gap in the explicit articulation of structured communicative strategies. The pedagogical practices observed, in turn, were frequently based on verticalized communication models and punitive approaches in conflict management, distancing themselves from the institutional discourse. Faced with this scenario, the training workshops, which articulated NVC, Peace Culture, and the neuroscience of learning, proved effective in promoting educators’ self-reflection on their communicative patterns, broadening awareness of the relationship between emotions and learning. The emergence of more empathetic strategies was observed, especially concerning active listening, indicating a potential for the transformation of school relationships.

The main contribution of this work lies in demonstrating that the articulation between Nonviolent Communication, Peace Culture, and the neuroscience of learning offers a consistent path for qualifying interpersonal relationships and strengthening more humanized pedagogical practices. The understanding of the inseparability between emotion and cognition broadens the perception of students’ behavior, favoring emotionally safe environments conducive to learning. However, the exploratory nature of the study and the punctual intervention of the workshops suggest that the observed changes represent an initial potential. For this transformation to consolidate and generate a lasting impact on school coexistence, continuous investment in training and the institutionalization of practices and protocols that support the application of NVC in daily school life are fundamental, which points to the need for future studies to evaluate the implementation and long-term effects of these strategies.

Bibliographic References

Bardin, L. 2011. Análise de conteúdo. Lisboa. Edições 70, Portugal.

Damásio, A.R. 2012. O erro de Descartes: emoção, razão e o cérebro humano, Companhia das Letras, São Paulo, SP, Brasil.

Goleman, D. 2012. Inteligência emocional: a teoria revolucionária que redefine o que é ser inteligente, Objetiva, Rio de Janeiro, RJ, Brasil

Lent, R. 2008. Neurociência da mente e do Comportamento. 2ed.Guanabara Koogan, Rio de Janeiro, RJ, Brasil.

Organização das Nações Unidas para a Educação, a Ciência e a Cultura [UNESCO]. 1989. Conferência Internacional sobre Cultura de Paz. Yamoussoukro: UNESCO.

Prodanov, C.C.; Freitas, E.C. 2013. Metodologia do trabalho científico: Métodos e técnicas da pesquisa e do trabalho acadêmico. 2ed. Feevale, Novo Hamburgo, RS, Brasil.

Rosenberg, M.B. 2006. Comunicação não-violenta: técnicas para aprimorar relacionamentos pessoais e profissionais. 2ed. Ágora, São Paulo, SP, Brasil.

Article originating from a Final Coursework on Neuroscience and Learning in Education

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