Educação em Direitos Humanos (EDH) como instrumento pedagógico para a superação da cultura de violência: reflexões além do ordenamento jurídico brasileiro

Abstract

The research falls within the scope of education on human rights and violence. Within this theme, the research problem was to question how human rights education in formal Brazilian education can be constituted as an instrument for overcoming the culture of violence. This is a qualitative investigation, of a theoretical-reflexive nature, which used bibliographical and documentary research. To this end, the general objective was to construct an analytical framework that allowed us to understand human rights education as a pedagogical tool for promoting a culture of peace in the school environment. The specific objectives were designed and conducted as follows: a) to analyze the culture of violence in the school environment based on Galtung's perspective, addressing the interactions between violence, peace and conflicts, as well as violence as a mechanism of oppression from the perspective of the pedagogy of the oppressed; b) to examine the scenario of human rights in the Brazilian legal system, with an emphasis on educational policies and social inequality as a catalyst for structural violence, based on Herrera Flores' theory of the "ethical diamond"; c) investigate restorative pedagogical practices in promoting a culture of peace, observing their application in conflict resolution and strengthening school relationships. The research demonstrated the relevance of the topic in the Brazilian educational context, considering the National Plan for Education in Human Rights (PNEDH), created in 2003, and the National Human Rights Program – PNDH-3, published in 2009. The National Guidelines for Education in Human Rights, established by the National Education Council in 2012, and Law No. 13,663/2018, which included the Culture of Peace among the guidelines for school management, were also analyzed. However, it was found that these regulations were insufficiently applied, which reinforces Herrera Flores' (2009) reflections on the distance between positive law and its material and immaterial implementation. The research adopted Paulo Freire's thinking as an epistemological viewpoint, considering the complexity of building a culture of peace. His conception of liberating education allowed for a critical analysis of the multiple dimensions of violence and inequality, emphasizing the role of education as a dialogical space capable of expanding individuals' awareness of their reality. Thus, Freirean pedagogy guided the analysis of the culture of peace, highlighting dialogue, critical reflection, and the collective construction of knowledge as fundamental principles for democratic participation in the school context. In view of this scenario, Bill No. 1482/2023 was examined, which proposes the creation of the National Program for the Promotion of the Culture of Peace in Schools, currently under consideration in the Federal Senate. The analysis considered human rights education as a pedagogical tool for the culture of peace, based on Salles Filho's Five Pedagogies of Peace (2016) and restorative pedagogy as an approach for building healthy relationships and resolving conflicts.