Educação e justiça: constelações teóricas do educar para a não-violência

• Ano de defesa: 2023
• Autor(a) principal: Silva, Aloirmar José da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Educação - Não-violência; Justiça; Ditadura militar - Brasil; Direitos humanos; Política; Teoria fundamentada; Education - Non-violence; Justice; Military dictatorship - Brazil; Human rights; Policy; Grounded theory; Educación - No-violencia; Justicia; Dictadura militar - Brasil; Théorie ancrée; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/31774

The serious violations of human rights perpetrated during the Brazilian Military Dictatorship and its repercussions in the period of (re)democratization and in the context of current democracy made evident the logic of violence that crosses the ways of life that constitute Brazilian society. From this scenario emerged this investigation whose focus was the mapping of human rights violations perpetrated in that period, their manifestations and typologies, as well as the educational implications resulting from them. The thesis was developed from a System of Sources composed of the following documents: Volumes I, II, III, IV and V of Projeto Brasil Nunca Mais; Final Reports produced by the National Truth Commission, State Truth Commissions, Municipal Truth Commissions and Truth Commissions established in public Universities. The general objective was to investigate conceptual elements necessary for the composition of an educational perspective for non-violence. The methodological route, built based on Grounded Theory (Theory Based on Data) and with the support of the N-Vivo software, allowed identifying relevant conceptual elements, categorizing them, establishing the hierarchy of relationships between them and delineating them from philosophical, sociological and educational foundations. By operating this investigative-analytical process, an innovative conceptual constellation emerged which, composing Educating for non-violence, anchors it in new theoretical bases and points to alternatives for prevention and demobilization of the culture of violence. As a result, a constellation of concepts was created, systematized into four dimensions: moral, political, normative and pedagogical. The Moral Basis articulates the category of Justice and the subcategories Memory, Truth and Recognition; the Political Basis includes the Political category and the subcategories Freedom, Equality, Public Sphere and Power; the Normative Base, in turn, is composed by the category of State, orbited by the subcategories Democracy and Human Rights; and the Pedagogical Basis makes clear the need to understand the category Violence and the subcategories State Terror, Torture, Perpetrators of Violence and Amnesty, in order to affirm its reverse, that is, Non-Violence. These dimensions, as a whole, made it possible to affirm Educating for Non-Violence as education for justice, capable of inspiring educational processes and projects that, in different spheres of society, are committed to forming subjects able to build democratic ways of life and to participate responsibly in the common world, delegitimizing violence, protecting human dignity, safeguarding the exercise of freedom, fostering individual and collective solidarity, and establishing the materialization of social justice as their purpose.