A cultura da violência e o desafio da educação para a paz

• Ano de defesa: 2011
• Autor(a) principal: Cristovam, Wilson
• Orientador(a): Ferri, Lúcia Maria Gomes Correa
• Banca de defesa: Bertan, Levino , Reis, Cláudio Edward dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Cultura; Violência; Paz; Educação
• Palavras-chave em Inglês: Culture; Violence; Peace; Education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/tede/handle/tede/92

This work is a reflection on the violence culture and the challenges of education for peace. Aims to seek the causes of this culture, the analysis of its consequences for society and propose ways and means to be used for the promotion of peace. The search is located in the Area of Education; it s for qualitative approach, with epistemological axis critical history-dialectical and understood as reasoned theory. The problem of this research is based on the following questions: what are the human and social bases of the violence culture? How education can contribute to promoting the culture of peace? The study turned to the revelation of violence as a result of political-economic situation and social attended its development since the colonization of Brazil by the Portuguesemen. Addressed the consequences of the domain of oligarchies over the State, to the society. Found that the dynamics of civil societys withdrawal gives a special way in the neoliberal context, characterised by performance containment and investment of the State in respect of social public policies. From the literature search was identified the occurrence the process of social exclusion and the use of force, put the service State hunger suppressant of the elites to avoid triggering movements of claims initiated by social actors. The set of analyses carried out led to consider the challenge to develop critical and reflective citizens; and the challenge for education, today marked by neoliberalism, consider the human being as beneficiary of development and not simply part of the process of capitalist production, the question for the construction of a fairer society. And, finally, allowed point some ways and means for education capable of generating a culture of peace.