Educação para a paz à luz do pensamento de Hannah Arendt: a escola como espaço para uma experiência filosófica formativa

Abstract

The work addresses the theme of education for peace, based on Hannah Arendt's thinking to highlight the school as a space for philosophical and reflective education. The author investigates how philosophical teaching can contribute to consolidating a culture of peace, exploring issues of education, ethics and citizenship, especially in a scenario permeated by conflicts, violence and hate speech. The dissertation is divided into three main parts. First, the author reflects on the role of philosophical teaching in schools as an agent for educating children, promoting the autonomy of critical thinking and universal values such as tolerance, respect and dignity. He discusses the relationship between philosophy and the culture of peace, arguing that both have common goals, such as the preservation of humanity and the promotion of coexistence and alliance. In the second part, the text explores fundamental concepts of Hannah Arendt's work, especially her views on education, peace and violence. Violence is distinguished from conflict, stating that the latter is inherent to human relations and can be a driver for positive change when managed appropriately. Violence, on the other hand, has a destructive effect, resulting from intensified natural tension. In this context, Arendt sees education as the most appropriate means of forming citizens prepared to deal with conflicts in a constructive manner, consolidating a culture of peace. The third part presents a formative philosophical experience carried out at the Professor Sá Valle school in São Luís. This experience sought to develop, together with elementary school students, a critical reflective thinking about peace. The author described the methods used, such as questionnaires, developed in films and texts, as well as practical activities that encouraged philosophical dialogue and the problematization of concepts such as peace, violence and justice. The research highlights that teaching philosophy goes beyond the transmission of content, proposing itself as a space for the ethical and political formation of students. Through a critical dialogue with the philosophical tradition, the author emphasizes that the practice of philosophy helps children to understand the problems of the present and to formulate new perspectives. He also highlights the importance of well-prepared educators to conduct this approach, ensuring that students develop autonomy and creativity in thinking. The text concludes that philosophy, as an educational tool, is essential to foster a culture of peace. In the school context, it enables students to deal with ethical and social issues in a reflective manner, promoting coexistence and respect for differences. The dissertation reinforces that education for peace does not only have a pedagogical objective, but an ethical and political