Suchergebnisse

This article is the result of a research project financed by COLCIENCIAS in 2018, named "Paz App as a democratic tool for the normative implementation of Peace Cathedra based on social imaginary, conceived in eleventh grade students in public educational institutions". The goal of this article is to analyze the cases where education for peace was implemented in Latin America, which also seeks to call attention of the competent authorities and the community itself in order to address the reassessment of educational models in order to have their curricular independence or transversality adapt better to the needs of every State. All of this keeping in mind the methodological criteria that are useful in the development of an education towards peace given by cases of its implementation all over the world. In this way, the methodology used in this research is based on a qualitative approach that under a bibliographic design allowed the exhaustive document review needed for its eventual analysis, using the discourse analysis that allows to relate the independent education towards peace categories as an integrated whole in the exercise of interpretation and understanding of the literature that was the object of this study. As a result of this research, it is shown how big efforts have been done to accomplish the implementation of the education towards peace in the Latin American contexts from the fundamental theories of peace.

Peace Education: Theoretical Approach from Peace ImaginariesEducação para a paz: aproximação teórica a partir dos imaginários de pazThe article presents a desk study about the theoretical elements that epistemologically support a research project into peace education. It addresses three central themes: analysis of the theory of peace and conflict, understanding of social imaginaries in the context of peace, and conceptual comprehension of peace education through information and communication technologies (ICT). In brief, it is stated that understanding social imaginaries of peace is fundamental to bringing forward pedagogical proposals appropriate to the students' needs. These proposals should be built on a systematic theory of peace that incorporates elements of structural, imperfect and neutral peace.Para citar este artículo / To reference this article / Para citar este artigoÁlvarez-Maestre, A. J. y Pérez-Fuentes, C. A. (2019). Educación para la paz: aproximación teórica desde los imaginarios de paz. Educación y Educadores 22(2), 277-296. DOI: https://doi.org/10.5294/edu.2019.22.2.6Recibido: 06/01/2019Aceptado: 18/06/2019 ; Peace Education: Theoretical Approach from Peace ImaginariesEducação para a paz: aproximação teórica a partir dos imaginários de pazEl artículo presenta un estudio documental a cerca de los elementos teóricos que fundamentan epistemológicamente un proyecto de investigación sobre educación para la paz. Aborda en tres temas centrales: análisis de la teoría de la paz y el conflicto; comprensión de los imaginarios sociales en el contexto de la paz; aprehensión conceptual de la educación para la paz mediante las tecnologías de la información y la comunicación (TIC). Como conclusiones, se plantea que la comprensión de los imaginarios sociales de paz es fundamental para generar propuestas pedagógicas adecuadas a las necesidades de los estudiantes. Estas propuestas se deben soportar en una teoría sistemática de la paz, que incorpore elementos de la paz estructural, imperfecta y neutra.Para citar este artículo / To reference this article / Para citar este artigoÁlvarez-Maestre, A. J. y Pérez-Fuentes, C. A. (2019). Educación para la paz: aproximación teórica desde los imaginarios de paz. Educación y Educadores 22(2), 277-296. DOI: https://doi.org/10.5294/edu.2019.22.2.6Recibido: 06/01/2019Aceptado: 18/06/2019 ; Peace Education: Theoretical Approach from Peace ImaginariesEducação para a paz: aproximação teórica a partir dos imaginários de pazEste artigo apresenta um estudo documental sobre os elementos teóricos que fundamentam epistemologicamente um projeto de pesquisa sobre educação para a paz. Aborda três temas centrais: análise da teoria da paz e do conflito; compreensão dos imaginários sociais no contexto da paz; apreensão conceitual da educação para a paz mediante as tecnologias da informação e comunicação (TIC). Como conclusões, tem-se que a compreensão dos imaginários sociais de paz é fundamental para gerar propostas pedagógicas adequadas às necessidades dos estudantes. Essas propostas devem estar apoiadas em uma teoria sistemática da paz que incorpore elementos da paz estrutural, imperfeita e neutra.Para citar este artículo / To reference this article / Para citar este artigoÁlvarez-Maestre, A. J. y Pérez-Fuentes, C. A. (2019). Educación para la paz: aproximación teórica desde los imaginarios de paz. Educación y Educadores 22(2), 277-296. DOI: https://doi.org/10.5294/edu.2019.22.2.6Recibido: 06/01/2019Aceptado: 18/06/2019