Educação infantil e cultura de paz: pesquisas e práticas

Abstract

The investigation to comprehend alternative educational practices that promotes healthy resolutions of conflicts in the school context mobilized the accomplishment of this research, with the intention of answering the following question: What does the literature on Education for Peace address in the context of Early Childhood Education?. As a general objective of this final paper we seek to identify and analyze the contributions presented for the teaching practice by the specific literature on the theme Education for Peace in Early Childhood Education. As a specific objective, the study proposed: Identify and discuss which productions, available in the CAPES catalog, have been performed in the last ten years (2013-2022) and their contributions to the construction of new knowledge to the teaching practice that reverberate for the promotion of respect, empathy and understanding of differences in the individual formation, so that they result in positive alternatives for conflict resolution. Therefore, we had as object of study the dissertation “Educação para a paz na escola: investigando possibilidades na Educação Infantil” (RODRIGUES, 2019). Our analysis indicated that the interventions implemented has proven to be positive from the very beginning due to the general involvement of the class in each planned activity, but the description reveals a movement of awareness for peace in a brief and particular way, even with the reservations of the author on the importance of building a culture of peace in the school institution as a whole. Thus, we believe in the social relevance of building a culture of peace, both in teaching practice and in academic production with a view to expand the research and practices in this direction. Nevertheless we evidenced a lack of works that explore the possible contributions of the topic, mainly regarding Early Childhood Education.