Educação para a paz por meio de virtudes com crianças em situação de risco

Abstract

This research addresses the issue of Education for Peace in a school located in an area of risk. The growing difficulty in coping with school violence (DUSI, 2006) was the problem that motivated this research. We start with the hypothesis that it is possible to educate for Peace, provided that, it contributes to the ethical formation from the experience of the Aristotelian virtues. The philosophy of MacIntyre (2001) is one of the theoretical foundations of ethical training in this research. Education for Peace has in Lubich's thinking (1920-2008) its theoretical bases and it is inserted in the context of Ethical learning (SUCUPIRA LINS, 2003). The objectives are: 1. seek proposals for actions and subsidies that help to minimize violence from the Education for Peace; and 2. analyse the effectiveness of a Peace Education program in relation to the virtues of Friendship and Justice, as well as its approach in environments of risk. The methodology of Action Research with greater commitment was used (SUCUPIRA LINS, 2015). The research included observation in locus, interviews with children and their parents or guardians, interventions and workshops in a Municipal Network of Rio de Janeiro elementary school class of 29 4th grade students. The group participated in the Peace Education Project called Living Peace, which offers the “Dice of Peace” and Time-out, a moment of reflection for Peace, as pedagogical instruments that motivate the experience of relationships based on Fraternity. It was observed that the project contributed to the living of the Aristotelian virtues and the children's adherence to it has surpassed what was foreseen. They took the “Dice of Peace” (Dado da Paz) practice to the whole school. This unfolding motivated the support of nine teachers from the school to the project and awakened the interest of the Education Department. From the reflection made, it was possible to conclude that the educational process proposed by Living Peace offers a valid contribution to the ethical formation, therefore, for the Education for Peace. The data collected were treated according to the pre-established categories, Friendship and Justice, and also Peace, which emerged from the field, according to Bardin's (2010) content analysis method. We conclude that Education for Peace from the learning of virtues is also possible in the area of risk, but its effectiveness depends mainly on the coherence in the school community between discourse and action and if dialogue becomes a practice.