Although most programs that deal with violence and peace are created in privileged environments, this study reexamines current methods of teaching peace from the viewpoint of communities that experience high levels of violence. A thorough examination of the instructional objectives and strategies employed by Brazilian slum teachers shows how, in spite of contextual constraints, they create varying degrees of resistance to violence. Using their role in the community, teachers coupled a strict approach with a caring mentality to build peaceful alternatives. The analyses recognize the complex mechanisms of violence that limit prospects for change, but they also highlight the transformative potential of educational contexts. In light of this, the study examines how peace education initiatives that strive for change can benefit from a critical grasp of the local environment.

marginalized communities, peace education, neighborhood violence resistance theory instructor methods education that transforms