Formação de professores em educação para a paz: um caminho para a prevenção das violências escolares

Abstract

Talking about peace, Culture of Peace and Education for Peace, in the scientific sense, is to discuss deep relationships between the multiple forms of violence, about the need and importance of conflict and, at the same time, think of alternatives to overcome them. Through this reflection and in line with the advancement of legislation in favor of the Culture of Peace in the school environment - Law nº 13.664/2018 - the need and relevance of this theme in the continuing education of teachers is evident. In this context, the thesis entitled: "Teacher Training in Education for Peace: a way to prevent school violence", aims to analyze the contributions and challenges of continuing education of teachers in the theme of Education for Peace related to the qualification of the pedagogical practices of teachers of Basic Education. In order to reach the proposed objective for this study, a qualitative, interpretative and explanatory field research was developed, starting its course through a systematic review on the subject in the Brazilian context. After the first findings, the basic concepts for the understanding of Peace Education were strengthened, dialoguing about the understanding of peace, violence, and conflicts. Later on, we went deeper into Paulo Freire's studies and reflections and his relation with teacher education and Peace Education. For this, authors such as: Galtung (1994, 2006), Freire (2000, 2011, 2018, 2021), Jares (2002, 2007, 2008), Guimarães (2004, 2005, 2006), Tuvilla Rayo (2008), Salles Filho (2019), were fundamental for the specific support and argumentation of this study and the organization of a training for teachers. Then, the data obtained, through the training with the researched, was analyzed using the content analysis methodology (Bardin, 2011). The main data were questionnaires with questions related to the themes: peace, violence and conflicts. The same questionnaires were applied in two moments, prior to the training meetings with the teachers, to verify their understanding of the subject, and after the end of the meetings, in order to understand the understanding or not of the themes addressed. Besides the questionnaires, the data were obtained from the training meetings with the teachers and from the organization of a lesson plan about Education for Peace. With the data already organized, two categories of analysis were created. The first one was related to the pedagogy of autonomy in Peace Education, in which three other subcategories were created. The second category was created by the need of the pedagogy approach in relation to peace studies and practices, being it Pedagogical Practices in Peace Education. In this category, five other subcategories were needed, being related to Salles Filho (2019) pedagogies of peace. In this sense, the hypotheses raised at the beginning of the research course could be reviewed and reaffirmed. Finally, an educational product was created, in the form of an e-book, with a theoretical foundation on the themes addressed in the training with the teachers researched, in addition to 20 lesson plans, organized by the research members.