Princípios e práticas de Educação para a Paz na formação de professores em uma escola municipal de Atibaia (SP)

• Autor(a) principal: Camargo, Regina Aparecida Gomes
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/23862
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Professores - Formação profissional; Educação para a Paz; Jovens e paz; Educação - Finalidades e objetivos; Teachers - Occupational training; Education for Peace; Youth and peace; Education - Aims and objectives

This study seeks to reflect on Education for Peace from the training practices in Culture of Peace, carried out at the Municipal School Prof. Waldemar Basto Bühler, in the municipality of Atibaia (SP). It assumes as theoretical reference for teacher training in Education for Peace (Jares, 2002), (Salles Filho, 2019), (Tuvilla Rayo, 2004) and contribution of the authors who place themselves in the same spectrum of concern with teacher training in the wake of critical education, such as Imbernón (2009, 2010) and Freire (2018 and 2019), which allowed to expand the scope of interpretation of the produced data. The elaboration of the Freirean conceptual framework for teacher education in this study sought to objectify the theoretical and methodological conceptions of Peace Education from the perspective of Freirean theoretical framework, articulating the threads that weave the educator's formation to answer the central question of this study: How did the teacher training in Peace Education reverberate in the school environment and in the educators' pedagogical practice? The research, of a qualitative approach, used the "Critical Incident Technique" as a methodological perspective to understand, in depth, the singularities of the reality studied. Among the theoretical subsidies that supported the discussions and analysis of this dissertation, the contributions of Bardin (1977), Paulo Freire (2018, 2019), and Imbernón (2009, 2010, 2016) stand out. The research findings confirmed the need to train teachers to work with Education for Peace practices and the importance of this theme being present in teacher training programs. They also confirmed the hypothesis that the Peace Education training led to more democratic and humanizing practices in the school environment. This research can offer contributions to what has been investigated regarding teacher training in Peace Education because it highlighted fundamental principles for the construction of dialogic practices and self-reflection on the way we relate to each other and to the world