Detalhes bibliográficos
| Ano de defesa: |
2008 |
| Autor(a) principal: |
Gasparian, Maria Cecília Castro
 |
| Orientador(a): |
Fazenda, Ivani Catarina Arantes |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/10053
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Resumo: |
As a new vision of our world, Education for Peace is a interdisciplinary activity range whose task is to create a new language for our relation with others. It is its duty therefore to insert, implement, divulgate and mainly to exert this new philosophical-scientifical viewpoint in a consistent way so that Education can be effectively a transforming tool and, already transformed, may increase its quality in the learning and teaching process, and not only from a formal point of view, but also socially and culturally. This paper intends to show some of the basic principles that guide the Peace Culture by means of an accurate survey, making us think of the fact that, if we started to implement an interdisciplinary practice in school, we could be successful in creating a Peace Culture, which is an inevitable process for the future civilization. To accomplish this, my goal is to clarify some important points that define interdisciplinarity as an important concept for educating future generations. As a matter of fact, interdisciplinarity is the reflection of the change of a philosophical-scientifical mode which we now begin to visualize. As a goal, I will point out the possibility of implanting a political-pedagogical project which brings together the Millenium Project and the Four Pillars of Education, contained in the UNESCO International Commission on Education for the 21st. Century report, together with Peace Culture. This pilot project was tested in a school during a year and a half, and in this paper I give an account of my experience. For theoretical fundamentation purposes and to define a line of thought, this work comprehends the ecologic, systemic and critical visions which also form the base of interdisciplinarity, becoming a work methodology and not just a pedagogical resource for inserting and implementing the principles established by UNO. Interdisciplinarity points out directives for a more efficient and effective pedagogical practice for being able to face contemporary challenges. My work hypothesis is that through the Peace Culture topic, the new philosophical-scientifical-pedagogical model is inserted, producing a differentiated change of vision of the world. Finally, I establish the relations between the desire and the reality for implantation of this project, and also the obstacles found |
