Education for peace is one of the main challenges of any educational system. Nonetheless, the different approaches to peace over time have had an impact on the way we perceive education for peace. The aim of this paper is to asses education for peace and present future challenges. A documentary and interpretive analysis of several sources and implemented educational policies has been used relating three perspectives: precedents of education for peace, current situation of education for peace and European trends with regards to policies aimed at peace building beginning at school. Our findings show a clear evolution that moves from an initial view of peace as theoretical, static, negative and perfect, to a more dynamic, broad, positive and imperfect view, which has meant an increase of European educational policies to foster peace. Nevertheless, it is evident that education for peace requires more social commitment and materialization in order to get to the classrooms and efficiently contribute to the achievement of quality and equity in the educational system.
In democratic societies, education should help build a participative, critical and responsible citizenry and therefore promote the role of schools as settings where students learn democratic coexistence. With the study reported on here we aimed to analyse how coexistence is fostered in classrooms and schools, as well as the possible synergy between schools’ efforts to educate in democratic coexistence, and the children’s social participation in their setting. To do so, we focused on the perspective of 476 school administrators at schools in Catalonia (Spain) based on an ad-hoc questionnaire comprised of 22 items on a Likert scale. The results reflect settings that value democratic coexistence at school and in society, although when we delved a bit deeper, we found aspects that still required more work. Actions that should be the focal point in the immediate future include developing more innovative educational strategies, training the administrators and enlisting students’ participation in running the schools.
matemáticas. Publicación reciente: (2012, en coautoría con M.C. Boqué y M. Alguacil), "Propuesta para diseñar y evaluar un módulo que integre el trabajo final de grado y el prácticum en los grados en educación infantil y en educación primaria", en J.C. Torre Puente (coord.), Educación y nuevas sociedades. La formación inicial del profesorado de infantil y primaria, Madrid
En este artículo examinamos la contribución de la educación a la construcción de la cultura de paz en 11 libros de texto de educación para la ciudadanía de primaria editados en la Comunidad Autónoma de Cataluña en 2009, por tratarse del área más explícitamente vinculada a la paz. Se efectuó un estudio documental mediante metodología comparada y análisis de contenido con un instrumento previamente diseñado y validado que han aplicado evaluadores independientes. Los resultados señalan ciertas lagunas: ausencia del vocablo “paz” en el 63 por ciento de los libros, falta de atención al pasado y al futuro (ausente en un 38.5 y un 72.7 por ciento, respectivamente), carencia de prácticas participativas y democráticas (55 por ciento), olvido de los conflictos sociales y sus actores (54.5 por ciento) o ignorancia de la relación local-global (48.7 por ciento), entre las más señaladas.
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