Aprendendo uma cultura de paz na educação infantil: limites, possibilidades e desafios

Abstract

This study seeks to understand how the educators and students of Infantile Education classes can learn a peace culture in the school atmosphere. The Education is pointed for the peace as a possibility for a childhood and a more humanized society, understanding that violence and peace are learned culturally and they are related to politics, economy, social organization and education. It defends that the professionals that act in the Infantile Education need to question themselves on the service of something, who and what for they are exercising their role of educators, rethinking their conceptions, to define with clarity that man, school and society type, they intend to build. It is believed that the education of the childhood for a peace culture passes by the way the school atmosphere is organized and by the lived experiences, that will contribute to the humanization or dehumanization and for the society maintenance or transformation. This research is characterized, methodological, by a study case, when it tries to dialogue with the authors, with the observed reality and with the context in which is inserted the subject of the research. It is based, mainly, into the light of Paulo Freire's writings and kindred authors, which defend the education as a humanization process. Authors as Guimarães and Xésus Jares that point to a peace conception, related to the social justice, also contributed. It understands each other that the educational actions have been revealing, in some moments, practices that make possible the learning of a peace culture; in other, practices that contribute for the dehumanization, signaling that the educators, most of the time, don't have clarity of the reason and of the for something are addressing your action. It’ still pointed the need that the professionals enlarge your understanding on the child for besides the legal aspect. The peace conception also raises clarity and to deepen and it needs to be understood as a practice susceptible to cultural learning.