(Re) thinking teacher training from the perspective of Human Rights Education and the Curriculum in Motion to promote a culture of peace in SEEDF schools: a research report

Abstract

This case study was carried out to answer the following research question: what are the training demands of SEEDF teachers in relation to the culture of peace in schools, considering human rights education and the Curriculum in Motion for an emotional reception of students after distance learning? The procedures used included a literature review and document analysis. Therefore, the general objective of the study was to understand how the area of Human Rights and its ramifications in Education, in constant dialog with the theoretical assumptions of the Curriculum in Motion, can help in the continuing education of SEEDF teachers. Mainly, with the possibility of teaching strategies for conflict management and interpersonal interactions, fostering respect and tolerance for diversity, contributing to the construction of a culture of peace in schools, from the perspective of education in and for Human Rights. The research findings suggest that reflection and adaptation of curricula in relation to pedagogical practice to promote a culture of peace in schools, as evidenced in the analysis of the school's PPP, is essential for human development and the construction of a more just and equitable society, where the basic rights of human dignity are honored. This is due to the fact that in these spaces socio-affective interactions and relationships are encouraged, especially for the formation of peaceful processes, where socio-affective interactions take place between educators and students.