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.
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.