Cultura de paz, extensão e formação de educadores: práticas de educação para a paz

Abstract

This study had as object Peace Education practices that occurred from the formation in Culture of Peace of the educators belonging to the municipal public education network of Fortaleza, who acted as technicians, trainers and coordinators of the modality of Youth Education and Adults. It was sought to contribute with training in Culture of Peace, through theoretical and practical knowledge, with new initiatives and actions aimed at the promotion of this culture. In this sense, the objective of the study was to investigate how the possibilities of practices for an Education for Peace are developed from the formative process. We are based on the theoretical support of authors such as Jares (2002, 2007), Guimarães (2005, 2006) and Matos (2008, 2010, 2011, 2014, 2015, 2016), who discuss the theme in question. Among the research possibilities related to the qualitative approach, we use action research (THIOLLENT, 1988). We also add to the workshop methodology a resource that favors better dialogues and experiences, thus facilitating theoretical understanding and, also, distance education through the use of a virtual learning environment, and other tools associated with new technologies. As a methodological procedure, we used the participant observation technique, having as instruments of questionnaire collection, interviews and field diary records during monthly and distance training. The results indicate that the training provided contributed to a theoretical and practical learning, which reverberated in concrete actions in three districts of education. The research pointed out that it is necessary to think and, above all, to seek the implementation of permanent actions and policies aimed at the development of actions aimed at promoting peace. It was pointed out that such work favors learning that stimulates transformative actions in educational spaces, and also in the way we come to act in the world. We emphasize that exchanges were valuable during the unfolding of the actions, but especially in the formative process, in which we were able to record the participants' conceptual understandings and elaborations about the theme.