Litigare a scuola. Metodi ed esperienze per imparare dai litigi tra pari (da 2 a 18 anni)

The Litigare a scuola project was born after three decades of pedagogical work carried out by the CPP, focused on the recognition of the importance of quarrels among children for learning basic social skills, developing their ability to express themselves, and putting themselves in other people's shoes. It is worth remembering the international recognition of the right to play as part of children's rights (since quarrels are part of games, the right to play implies the right to quarrel). The Litigare bene method by Daniele Novara is taught by the CPP, and well known by two schools of the Erasmus consortium in Italy and Croatia. The work of the LaS project involved two other schools and five partners in Romania, Malta, France and Belgium. The importance of quarrels at schools has been widely confirmed, broadening the scope to two other methods: Peer Mediation at school and the Maltese method using Friendship Cards. The school context in all countries has a strong need to deepen and develop these themes and good practices. A whole school approach is needed on this issue because it is important for health, democratic participation and the inclusion of all citizens.

Discuss the absence or presence of pedagogical methods to turn quarrels into opportunities to learn basic skills is the first objective. Exploring three main methods for arguing at school helps to understand and define common basic principles. How many teachers know it? We want to make our methods more visible. We want to work on the transferability of our methods (teacher training and collegial choices), helping teachers to trust more in the potential of children and students. What is common at school is the absence of a pedagogical method for arguing, this generally corresponds to the presence of corrective and stressful interventions by teachers when students quarrel. We have described the effects of methods and lack of methods on relationships in the classes. Our Project Results are tools for involving the school community in cultural and pedagogical evolution, with the help of communities and Universities. The link between the early use of methods for quarrelling and the development and maintenance of conflict skills after several years has been explored. The centrality of learners, children, students or teachers is key to increasing the quality of education to prevent or curb the dynamics of exclusion and violence.

Activities within the partnership. Numerous actions were necessary to make the partnership work and create the attunement to common objectives, built on the specificities and resources of each partner. Activities within the schools. The schools worked involving the teaching staff, students, parents and other professional figures useful for producing the results and experimenting with the LaS methods. Some activities were very visible and public, others not. The production of the results and the extraordinary local participation in the LTTA involved non-partner schools. Outward Activities. The production of Project Results, information, posts, news published directly or contacts with the press for articles or television reports on the project is very varied. Network activities. Surveys were used both internally and to involve other teachers. Workshops and dissemination events were important for networking, too. The activation of Policy Labs in 4 countries involved many people who would not have been involved in the previous actions. Training activities prepared for the LTTA and carried out by a team of 6 trainers from 3 different countries. Research, discussion and production of the planned and unplanned Project Results.

R1 – coordinated by CPP A methodological framework about quarrelling children (2 to 18 years old). Texts and original videos: The three methods are: ➢ Daniele Novara’s Litigare Bene Method ➢ Friendship cards by RAFF ➢ Peer mediation by CPO. An Annex to R1 was published in 2024 in EN and IT. A one page synthesis of the three methods was made with the “Manifesto for Arguing at School” in 12 languages. R2 – (CPO) It is composed of three PDFs, published before and after the LTTA. The Data Processing Report. It contains data about teachers’ perspectives on “conflicts” and information about courses and activities. The Handbook for Nonviolent Conflict Management using the Litigare bene method (In EN and Croatian). It is addressed to Elementary school teachers. Toolkit for Teachers Training - Know how for let children argue better (made after the LTTA). R3 – (FREREF) Guidelines for a Whole School Approach to Pupils Quarrelling What is WSA; a synthesis of examples; practical guidelines for implementing a successful WSA. R4 - (IIHL) Policy Recommendations They emerged from the cycles of Policy Labs held in the countries involved. R5 – The Manifesto for Arguing at School. It was unplanned: a small PDF translated in EN, IT, RO and HR.