摘要：Abstract The main objective of this research article is to propose a new model for educational mediation, based on the use of a fourth involved party (the whole group within a classroom) whom, with the use of Bapne methodology through music, rhythm and body percussion, becomes a necessary tool in conflict resolution. Our aim is to give new mediation-specific tools and strategies to university students of pre-school, primary and secondary education, in order for them to use them when they perform as teachers. We will look at and analyse why the principal studies and theorists on the topic, such as Sara Cobb, William Ury and Baruch and Folger propose 3 parties, exclusively, for conflict resolution: 2 confronted parties and a mediator. We will then justify our proposal for a fourth party: the group, the community. The strategy to be carried out is the reiterated practise of BAPNE activities within the classroom and with those parties in conflict in order to generate reengagement, satisfaction, empathy, inclusion work and coexistence with a double aim: to tackle existing conflicts and to prevent those that might arise in the future.
