This research analyzes the impact of a pedagogical approach that integrates argumentation and emotional intelligence into the teaching of French literature in university-level French as a Foreign Language courses. The objective is to examine how this method may contribute to reducing conflictual behaviors and fostering micro-processes of peace in Colombia. The literature classroom thus serves as a testing ground within a university environment characterized by the presence of politically engaged student groups that occasionally express strong opposition to institutional decisions. Two pedagogical models were compared: a traditional approach focused on textual analysis and a new method centered on argumentation and emotional intelligence. The study uses a mixed-methods design combining academic assessments, Diploma in French Language Studies level B2 results, and qualitative interviews. Findings indicate that the new approach enhances oral argumentative skills and emotional regulation, although it may limit the depth of written literary analysis; it also appears effective in reducing conflictual behaviors within the classroom. The conclusions advocate for a hybrid model and explore its potential application to other academic disciplines and in broader spaces of public dialogue.
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