The proposal we are presenting is about the educational possibilities in values and their limitations, in relation to the application of  rules of coexistence in educational centres. Therefore, we are comparing the theoretical framework analyzing the most relevant work in the European context to the work done in an empirical study about the “real” actions taken by teachers in the classroom and in the educational centres. From then on, we are doing didactic proposals to improve education .

Peace and coexistence in peace require a respect to the rules that coordinate the various actions and human wishes.  For all these to become true, equity and justice are needed and thus, equality and freedom. The requirement in the community is the enjoyment of a minimum of security in a context of relationships within it. To achieve this objective at schools, each educational centre has to prepare a plan of rules in which values related to interpersonal coexistence and peace are to be considered. We understand these values are to be the basement for positive attitudes that are key elements in the coexistence in schools.

Group regulations make up the inner structure that guides the behaviours in each particular situation. According to various studies, in order to achieve a good education for peace and coexistence, the schools are required to elaborate sets of rules in a participatory way. The application of these must have an educational nature. On these grounds, we analyze the data collected within the years 2008 and 2011 by the working party in Alicante University. Thus, we determine if rules are accomplished and the way teachers applied them in the classroom. We also analyze those activities we carry out in relation to the rules, sanctions and control.

Further on, a pedagogical model is proposed to improve the application of correcting measures.  These measures are intended to have an educational nature in order to work with values related to peace.

We also center our work in the evaluation of the action proposal as a process that provides information feedback to make the necessary adjustments in teaching and as a process that looks for the support in the educational progress. It is a compromise to revise the educational practice in a professional way, sharing values and attitudes that become a reference for the educational action and for the evaluation of the progress of the students. Evaluating is a very complex and tricky task. When evaluating attitudes, even prejudices as a whole are put into action and all of them should be carefully balanced. The complexity of evaluation is to be found in personal, family and environmental factors that influence the students performance and in personal and professional aspects that influence teachers and contribute to a balanced evaluation task. This is a key aspect when evaluating attitudes, values and norms.

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