This Course Conclusion Paper is addressing the theme of public policies aimed at Integral
education, full time and culture of peace, bringing a historical panorama and a reflection on
what is established in the legal bases prevailing in the last Years (2008 – 2018), in particular
the proposal of the "More Education" program – SMES and the "All for education pact" in the
state of Pará on the culture of peace. For this study, we opted for bibliographic research and
documentary research. In the bibliographic research, we have the following authors who guide
our inferences: Gadotti (2006; 2017); Moll (2004; 2012); Paro (2009); Guimarães (2005);
Branco and Oliveira (2012); Pegorer (2014); among others; And in the documentary research
we conducted a survey and analysis of the current legislation on Integral education and full time
and culture of peace, with an overview and specific in the state of Pará, in addition to the
documents of the PROPAZ program to deepen the level of Understanding of what is the culture
of peace and its conceptions and effectivation in the state of Pará. Thus, the results also point
out that all public policy has limits and possibilities, the PROPAZ program has promoted a true
aeration of education for peace in basic education, mainly in elementary education, in order to
democratize and Qualify education through conflict resolution programs, non-violence in
school spaces and other spaces, as is the example of the School of Life Project, the Military fire
Brigade of the State of Pará, which operates in 21 municipalities, in the promotion of Culture
of peace through socio-educational, cultural and sporting activities for the entire and integral
formation of children and adolescents as citizens of fact and rights in their daily practice of life
and school.
|
