Impacts of dialogic scientific gatherings on mothers' participation in conflict prevention and school coexistence

The scientific literature has identified Dialogic Scientific Gatherings (DSG) as an educational action that brings scientific evidence that contributes to the advancement of societal challenges for all people regardless of age, gender, culture or ability. However, the impact of family participation in DSG on the improvement of coexistence in schools has not yet been analyzed. In order to address this gap and within the framework for advancing of SDG 4 “Ensure inclusive and equitable quality education” and the SDG 5, “Achieve gender equality and empower all women and girls,” a qualitative case study has been developed with nine participants, including life stories and focus groups with non-academic mothers, and in-depth interviews with a teacher, the Headmistress and head of studies, following the communicative methodology, to analyze the impact of the DSG on the involvement of non-academic mothers engaged in the development of the Dialogic Model of Prevention and Resolution of Conflicts (DMPRC) in an urban elementary school. Results show that mothers who participated in the DSG are among the most involved in the DMPRC implementation process, as well as in the spaces of dialogue for the consensus of the rule of coexistence, providing arguments, which contributed to the whole community coming together to improve coexistence in the school from their engagement with the discussion of scientific evidence of social impact in DSG. • Mothers in DSG boosted wider family engagement in the DMPRC process. • DSG enabled mothers to use scientific evidence in defining coexistence rules. • Participation strengthened non-violent and upstander behaviors in students. • DMPRC improved trust and collaboration between families and teachers. • Dialogic actions fostered community cohesion and empowered non-academic women.