Narrativas de experiências em educação para paz: um percurso formativo sob a ótica dos(as) educadores(as)

• Ano de defesa: 2023
• Autor(a) principal: Pereira, Samuel de Jesus
• Orientador(a): Sanches, Emília Maria Bezerra Cipriano Castro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Formação de professores; Educação para a Paz; Processos circulares; Experiência; Narrativa
• Palavras-chave em Inglês: Teachers’ formation; Peace education; Circular processes; Experience; Narrative
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/41124

Starting from Freire’s idea (2021) that there is no possibility of reflecting upon what education is without pondering on the man himself, having as premise that formation happens recognizing these subjects as “learning adults”, not as “learning students” (PASSEGGI, 2016), this research has as its general aim understanding how the Course “Education for Peace: transdisciplinary dialogues for educators’ formation” reverberates through the participants’ actions on both a professional and personal level. The survey occurred with seven educators who were the course participants, at the 17th USP-School Meeting, in the Institute of Physics of the University of São Paulo (USP). The study also sought to identify the concept of Peace Education developed by the participants during the course, and to analyze how the learnings reverberate into their actions, besides building a new training program from the reflections undertaken throughout the research. The concept of experience, as an important category, spans the whole path of this study, understood according to Dewey (1979) and Larrosa (2019), which, among the presented possibilities, uses within the scope of the qualitative approach, the narrative or (auto)biographical research in Nakayama and Passos (2018) and Clandinin and Connelly (2011). The participants’ narratives materialized in front of the Peacemaking Circle (PC), an important methodology added to the narrative research in order to contribute to the field text construction (research data). When analyzing the narratives, we opted for the Prose Analysis method formulated by André (1983). The research had as theoretical references the studies of authors who discuss the themes of the field of Culture of Peace and Education for Peace, teacher training, the concept of experience, narrative, self-reflective diary, Peacemaking Circles and Culture Circles, such as Freire 1996, 2005, 2013, 2021 etc.), Larrosa (2011, 2015, 2019), Guimarães (2011), Jares (2002, 2007), Salles (2019) and Rayo (2004), and UNESCO documents. The results concerning the participants were organized as reverberations into three modalities: at the Personal level, professional level and Pedagogical Practices, in addition to “essential knowledges of (human) experience for the construction of education for peace”: 1) Knowing how to hear/to listen; 2) Self-knowledge; 3) Recognition of the humanities; 4) Idea systematization; 5) Experience. With regard to the concept of Education for Peace, we highlight: Educating for Peace as a capable instrument for providing social change, recognizing the importance of building “safe spaces for speech and listening” guided by the cultivation of certain values, which were chosen and sanctioned by the compounding subjects. Among the conclusions indicated in this research, we understand that in a capitalist, excluding, racist and intolerant society, in which people are exploited all the time, it is indispensable to train for complexity, whose specific and technical knowledges are a reality, not limiting itself to commercialized ready-made formulas or “training packages” of the education companies’ market. Furthermore, we recognize this research intended to contribute with regard to the training of educators from different fields, inspiring each educator to keep fighting for the transformation and creation of this “Near future”, because “history does not end with us: it goes forward” (FREIRE, 2020, p. 56)