Un camino para la educación para la paz: Una investigación narrativa

• Víctor Amar ^[1]
  1. [1] Universidad de Cádiz

     Universidad de Cádiz

     Cádiz, España

     
• Localización: Revista de Paz y Conflictos, ISSN-e 1988-7221, Vol. 13, Nº. 1, 2020, págs. 57-71
• Idioma: español
• Títulos paralelos:
  • A way for the education for the peace: A narrative investigation
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 8 Citas
• Resumen
  • español

    La investigación narrativa ofrece a la paz un camino inspirado en el respeto y rigor a la palabra. En este caso, serán tres las voces que nutren el artículo que en absoluto considera que la educación para la paz sea la única solución a los conflictos que asolan al mundo contemporáneo. No obstante, la educación para la paz está en manos de personas que sensibles y sensibilizadas contribuyen, desde su ámbito de actuación, a una sociedad más justa. La investigación cuenta con un apartado introductorio que da paso al método, con unos resultados y, por último, unas consideraciones finales que no desean concluir sino continuar incentivando preguntas antes que dar por zanjado esta temática de una educación para la paz.

  • English

    Narrative research offers peace an itinerary inspired by respect and rigour for the word. In this case, three voices (a university professor, a student and a graduate, all linked to the Inter-University Master's Degree in Culture of Peace, Conflicts, Education and Human Rights; Andalusia, Spain) will feed the article. Not at all, they consider that education for peace is the only solution to the conflicts that plague the contemporary world; but it is the way. However, by way of introduction we point out that education for peace is in the hands of people who are sensitive and aware of the need to contribute, from their own areas of activity, to a more just society. Next, this research has a section for the method, arguing it, giving way to the informants and the tool used. As for the results, we would add that they are structured on the three voices of the interviewees, who offer a polyphony of contents on education for peace, the curriculum or, on the other hand, paying attention to the value of dialogue in this educational and cultural process. Finally, we have some final considerations that we do not wish to conclude but to continue encouraging questions rather than to settle this issue of education for peace.