Violência, direitos humanos e cultura de paz: da conjuntura à educação escolar.

Abstract

The present work aims to understand the social construction of violence in Brazil and its relations with Human Rights, opening necessary discussions about Culture of Peace and Education for Peace as a subsidy in the analysis of Law 13.663/2018. To achieve this goal, a historical trajectory of the manifestation of violence in Brazil was discussed, understanding important concepts for reflection, opening space for the discussion of Human Rights in Brazil and also the effort of education in building a Culture of Peace. As a suggestion for this construction, we bring the approach of the Five Pedagogies of Peace, as a methodological proposal. The study was developed in an interdisciplinary perspective, with an exploratory and qualitative character, divided in two moments, theoretical research and a field research, to illustrate the historical construction addressed. In the construction of the theoretical research we sought support in Herrera Flores (2009), Lilian Schwarcz (2019), Salles Filho (2019), Rayo (2004), Paulo Freire (2002) among other great scholars. The field research occurred through the interview with professionals in the field of education, they were, three education secretaries, three pedagogues and three teachers. With the objective of understanding what they understand about important concepts such as Human Rights, Culture of Peace and Education for Peace linked to Law 13.663/2018. The participating municipalities were Ponta Grossa, Palmeira and Porto Amazonas, all in the state of Paraná. After data collection, the content analysis methodology was used for discussion and reflection, with some modifications, but following the essence of the author Bardin (2016). In the presentation of the data, four categories were used, which were chosen at the time the interview script was made, Culture of Peace, Human Rights, School Violence and Peace Education. From the analysis, we can conclude that the educational professionals are aware of the law 13.663 that deals with the Culture of Peace, however, they don't fully understand how to put it into practice in their classrooms. They also understand that conflict is inherent to the human being, and it is necessary to know how to mediate it through dialogue. The educators feel the need for continued education and training to develop interdisciplinary themes, and recommend the construction of more specific materials to be taught in the classroom. With the study, it was possible to identify that there is a latent need to develop practices focused on Peace Education and that continued education can facilitate this access. It is observed, by the speeches and the activities mentioned, that the schools had already been working in the perspective of the Culture of Peace, without knowing it for sure. The Five Pedagogies for Peace approach can help all these education professionals to find ways and strategies for a better implementation of daily peace education practices. In general, it is observed the concern of the educational professionals in building this Education for Peace and all of them affirmed that the promulgation of Law 13.663, made official something that should have been happening a long time ago, not only in schools, but in all socialization spaces. The field research reinforces the concepts and reflections made throughout the research and, it can be observed that our violent historical roots still affect the current social relations, which makes us reflect on the need to deconstruct a culture of violence and fight for the construction of a Culture of Peace.