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Axis 02 · Educational games

E Agora?

This is the game in the collection built entirely around a culture of peace. In each case — a real conflict in the group, the neighborhood, or online — the player chooses how to respond and lives with the consequence in the community's climate. There is no game over: there is consequence, and always a constructive way out. Peace here is not a classroom topic; it is a skill you practice — listening, mediating, and repairing.

Agenda 2030

Alignment with the 2030 Agenda SDGs

The game articulates three Sustainable Development Goals through the mechanics of conflict, choice, and consequence: peace, justice and strong institutions (SDG 16), reduced inequalities (SDG 10), and quality education (SDG 4). All three are stitched together by a culture of peace in the broad sense of UN Resolution 53/243 — coexistence among people, social justice, and mediated learning. Keep in sync with the pedagogical manifest in the e-agora repository (content/pedagogy.ts).

ODS 16

Paz, Justiça e Instituições Eficazes

Promover sociedades pacíficas e inclusivas para o desenvolvimento sustentável, proporcionar o acesso à justiça para todos e construir instituições eficazes, responsáveis e inclusivas em todos os níveis

This is the game's core SDG. "E Agora?" is a coexistence simulator: each case is a real conflict (in the group, the neighborhood, or online) in which the player chooses a response and lives with the consequence in the community's climate — no game over, because the logic is consequence, not defeat. The game trains violence prevention, conflict mediation, and restorative justice as practicable skills, tying a culture of peace to building peaceful coexistence and the everyday "institutions" of life — fair rules and agreements that are kept.

Evidências no jogo

  • In the hidden-role theater "Who's Who in the Scene," each player secretly embodies one side of the conflict — Target, Instigator, Bystander, or the One Who Can Step In — acting it out, voting, and revealing, living the scene from inside each position and weighing the role of those who merely watch.
  • Unlockable peace tools (Active listening, Pause, Mediation, Speaking in the "I," Alliance, Circle) are trained in one axis and return as required restorative shortcuts in others — teaching mediation by practicing it.
  • The Reparation and justice axis closes with a restorative Circle and an agreement: owning the harm, rebuilding trust over time, and settling a commitment with a concrete step — access to restorative justice at the scale of everyday coexistence.

ODS 10

Redução das Desigualdades

Reduzir a desigualdade dentro dos países e entre eles

The cases stage exclusion, power hierarchies, and rules that punish those at the bottom, working on inclusion and the place of whoever "is always left out." The culture of peace here is anti-discriminatory: belonging and making room for the different is violence prevention.

Evidências no jogo

  • The Belonging and diversity axis stages exclusion by origin and by body — the newcomer mocked for how they speak, the one cut from the list, the one who is "always left over," the nickname about someone's hair — and rewards making room in time.
  • In the Territory axis, cases of unfair rules and taken space show unequal power and the collective way out: "complain together and with a proposal," "collective problem, collective solution."
  • The hidden-role mechanic makes the player embody the Target — the one who comes off worst in the scene — feeling from the inside the cost of an exclusion that, from the outside, looked like "just a joke."

ODS 4

Educação de Qualidade

Assegurar a educação inclusiva, equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos

The game is mediated educational material: it turns coexistence and mediation into a playable experience, avoiding preaching. The concept is never preached on screen — it is only named in the reflection and the restorative circle — letting the educator work on social-emotional skills and citizenship without reducing a culture of peace to a moral lesson.

Evidências no jogo

  • The insight appears only after the choice (no preaching): the concept is named in the reflection — "stepping closer," "the weight of those who only watch," "surface peace" — turning the consequence into learning, not a sermon.
  • Each case closes with a restorative circle (off-play questions) that the educator uses for the group to process the experience together.
  • The three modes — solo, projector discussion, and printed kit — adapt the material to classrooms with and without devices, keeping its use inclusive across different equipment.

Open resource

A game to practice peace, not to preach it

It is free, with no sign-up and no collection of personal data (LGPD/ECA) — it runs in the browser and works offline, installable as an app (PWA). It comes in three modes: reflective solo, projector discussion with the class, or a printed kit for rooms without devices. In all of them, the concept is only named afterward — in the reflection and the restorative circle — never during the scene.

Open the game

It works offline after the first visit — we recommend adding it to the home screen on mobile.

BNCC

Audience and BNCC

Calibrated for work on social-emotional skills, the ethics of coexistence, and citizenship in high school, already usable in 9th grade of middle school. Designed for use mediated by educators, in class or in coexistence projects.

Stage
High school (usable from 9th grade of middle school)
Curricular components
Life Project · Portuguese Language · Sociology / Applied Human and Social Sciences · Philosophy / Ethics · Religious Education (ethics and otherness, in 9th grade)

Themes covered

  • Belonging, diversity, and inclusion in the group
  • Digital coexistence, exposure, and violence online
  • Emotional self-regulation and conflict mediation
  • Nonviolent communication and listening
  • Territory, the common good, and collective action
  • Reparation, rebuilding trust, and restorative justice
  • Bystander responsibility and rights in coexistence

Programa

How to use it in class

  1. 01

    Before playing

    Choose the mode that fits the room — solo, projector discussion, or printed kit — and open the conversation: what makes a group good to be part of? What do we do when someone is left out? Agree to watch the Coexistence and Trust meters with each choice.

  2. 02

    Play the case at the table

    In the "Who's Who in the Scene" theater, each person secretly receives a role — Target, Instigator, Bystander, or the One Who Can Step In — acts it out, votes, and reveals. The chosen response shifts the group's climate, and the peace tools trained in one case return available in the next ones.

  3. 03

    Close with the restorative circle

    Each case ends with a set of off-play questions for the group to process together. This is where the educator names what was lived — listening, repairing, the weight of those who only watch — and ties the experience to life outside the game.

Recurso

Fact sheet

Platform
Modern browser (installable PWA, works offline)
Age range
Ages 15–17 (9th grade and high school)
Format
Three modes: reflective solo, projector discussion, or printed kit for rooms without devices
Content
6 themed axes · ~24 cases · 6 reusable peace tools
Language
Portuguese (PT-BR)
Identification
Anonymous — no sign-up, progress saved only on the device (LGPD/ECA)
Ownership
CS Hub · use granted to NCS (free for schools)

Curadoria

Pedagogical sources

The game draws on national and international references on culture of peace, mediation, and restorative justice, and on the national curriculum.

  • UN — Declaration and Programme of Action on a Culture of Peace (Resolution A/RES/53/243, 1999)
  • UNESCO — references on Culture of Peace and Peace Education
  • 2030 Agenda / Sustainable Development Goals — SDG 16
  • BNCC — Brazilian National Common Curricular Base (General Competencies and High School)
  • Law No. 13,140/2015 — legal framework for Mediation
  • CNJ — Restorative Justice (Resolution No. 225/2016)
  • Restorative practices and peace-building circles (methodological reference of the Londrina Pazeando movement)
  • Statute of the Child and Adolescent — ECA (Law No. 8,069/1990)

Realização

Credits

Concept, design, and technical direction by Prof. Guilherme Fonseca. Made available by NCS as educational material, under the ownership of CS Hub Tecnologia de Validação Ltda. Its approach to coexistence and its restorative circles are inspired by the work of the Londrina Pazeando movement for peace and nonviolence. For suggestions on classroom use or school partnerships, contact the team through the website's contact form.

Open the game

Direitos

Ownership and rights

The educational games are owned by CS Hub Tecnologia de Validação Ltda (CNPJ 64.407.447/0001-62, Londrina/PR), which grants NCS a license for institutional, educational, and training use. Use by schools and educators is free of charge. Authorship and technical direction: Prof. Guilherme Fonseca.