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Liderar pelo diálogo : o impacto dos círculos de construção de paz no desenvolvimento integral dos estudantes protagonistas
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Esta pesquisa abordou a contribuição dos Círculos de Construção de Paz como estratégias pedagógicas voltadas ao desenvolvimento integral dos estudantes protagonistas. Parte-se da compreensão de que a escola na atualidade demanda práticas que transcendam a dimensão cognitiva, incorporando o desenvolvimento de competências socioemocionais e promovendo uma educação inclusiva, dialógica e participativa. Nesse contexto, os Círculos de Construção de Paz, sistematizados por Kay Pranis, configuram-se como metodologias participativas que favorecem a escuta ativa, o fortalecimento de vínculos, o senso de pertencimento e a corresponsabilidade coletiva. Teve como objetivo geral analisar a participação dos estudantes protagonistas nas vivências dos Círculos de Construção de Paz. A pesquisa ampliou a discussão como os Círculos potencializam competências socioemocionais, tais como empatia, confiança, autorregulação, responsabilidade e comunicação não violenta, alinhando-se às diretrizes da Base Nacional Comum Curricular, que reconhece essas competências como estruturantes do processo formativo. Ao promover espaços seguros de fala e escuta, os Círculos contribuem para a construção de ambientes escolares mais inclusivos, acolhedores e democráticos, fortalecendo a cultura do diálogo e de escuta ativa. A abordagem metodológica caracteriza-se como qualitativa, com realização dos Círculos de Construção de Paz com adolescentes do Núcleo de Cidadania e de Adolescentes – NUCA, estudantes de escolas de ensino fundamental e médio das redes municipal e estadual do município de Jucás, no Ceará, evidenciando impactos na autonomia, no protagonismo juvenil e na melhoria das relações interpessoais. Os resultados indicam que a articulação entre os Círculos, desenvolvimento socioemocional e educação inclusiva favorece a formação integral dos estudantes, compreendidos como sujeitos ativos de sua aprendizagem e de sua comunidade. Conclui-se que os Círculos de Construção de Paz constituem uma estratégia pedagógica plural para a promoção do desenvolvimento integral dos estudantes, contemplando as dimensões cognitivas, emocionais, sociais e éticas.
This research addressed the contribution of Peacebuilding Circles as pedagogical strategies aimed at the integral development of student protagonists. It starts from the understanding that schools today demand practices that transcend the cognitive dimension, incorporating the development of socio-emotional skills and promoting inclusive, dialogical, and participatory education. In this context, Peacebuilding Circles, systematized by Kay Pranis, are configured as participatory methodologies that favor active listening, the strengthening of bonds, a sense of belonging, and collective co-responsibility. The general objective was to analyze the participation of student protagonists in the experiences of Peacebuilding Circles. The research broadened the discussion on how the Circles enhance socio-emotional skills, such as empathy, trust, self-regulation, responsibility, and non-violent communication, aligning with the guidelines of the Brazilian National Curriculum Base (BNCC), which recognizes these skills as structuring elements of the formative process. By promoting safe spaces for speaking and listening, Circles contribute to building more inclusive, welcoming, and democratic school environments, strengthening the culture of dialogue and active listening. The methodological approach is characterized as qualitative, with the implementation of Peacebuilding Circles with adolescents from the Citizenship and Adolescent Center – NUCA, students from elementary and high schools in the municipal and state networks of Jucás, Ceará, highlighting impacts on autonomy, youth protagonism, and the improvement of interpersonal relationships. The results indicate that the articulation between the Circles, socio-emotional development, and inclusive education favors the integral formation of students, understood as active subjects of their learning and their community. It is concluded that Peacebuilding Circles constitute a plural pedagogical strategy for promoting the integral development of students, encompassing cognitive, emotional, social, and ethical dimensions.
This research addressed the contribution of Peacebuilding Circles as pedagogical strategies aimed at the integral development of student protagonists. It starts from the understanding that schools today demand practices that transcend the cognitive dimension, incorporating the development of socio-emotional skills and promoting inclusive, dialogical, and participatory education. In this context, Peacebuilding Circles, systematized by Kay Pranis, are configured as participatory methodologies that favor active listening, the strengthening of bonds, a sense of belonging, and collective co-responsibility. The general objective was to analyze the participation of student protagonists in the experiences of Peacebuilding Circles. The research broadened the discussion on how the Circles enhance socio-emotional skills, such as empathy, trust, self-regulation, responsibility, and non-violent communication, aligning with the guidelines of the Brazilian National Curriculum Base (BNCC), which recognizes these skills as structuring elements of the formative process. By promoting safe spaces for speaking and listening, Circles contribute to building more inclusive, welcoming, and democratic school environments, strengthening the culture of dialogue and active listening. The methodological approach is characterized as qualitative, with the implementation of Peacebuilding Circles with adolescents from the Citizenship and Adolescent Center – NUCA, students from elementary and high schools in the municipal and state networks of Jucás, Ceará, highlighting impacts on autonomy, youth protagonism, and the improvement of interpersonal relationships. The results indicate that the articulation between the Circles, socio-emotional development, and inclusive education favors the integral formation of students, understood as active subjects of their learning and their community. It is concluded that Peacebuilding Circles constitute a plural pedagogical strategy for promoting the integral development of students, encompassing cognitive, emotional, social, and ethical dimensions.
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Círculos de Construção de Paz Desenvolvimento integral Competências socioemocionais Educação inclusiva Cultura de paz Peacebuilding circles Integral development Socio-emotional skills Inclusive education Culture of peace
Contexto Educativo
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Licença CC
Sem licença CC