The peace through school and the contributions from Psychology to the aims of the pacifying pedagogy

This article presents a set of discussions about the relationship between educa-tion for peace and Psychology developed in the end of the 1920’s by researchers at the Jean-Jacques Rousseau Institute/Switzerland. Based on an analytical-descriptive method, we have brought to notice the theories and te...

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Principais autores: Loureiro, Clarice Moukachar Batista, Assis, Raquel Martins de
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/educacaoemquestao/article/view/12193
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institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Loureiro, Clarice Moukachar Batista
Assis, Raquel Martins de
spellingShingle Loureiro, Clarice Moukachar Batista
Assis, Raquel Martins de
The peace through school and the contributions from Psychology to the aims of the pacifying pedagogy
author_facet Loureiro, Clarice Moukachar Batista
Assis, Raquel Martins de
author_sort Loureiro, Clarice Moukachar Batista
title The peace through school and the contributions from Psychology to the aims of the pacifying pedagogy
title_short The peace through school and the contributions from Psychology to the aims of the pacifying pedagogy
title_full The peace through school and the contributions from Psychology to the aims of the pacifying pedagogy
title_fullStr The peace through school and the contributions from Psychology to the aims of the pacifying pedagogy
title_full_unstemmed The peace through school and the contributions from Psychology to the aims of the pacifying pedagogy
title_sort peace through school and the contributions from psychology to the aims of the pacifying pedagogy
description This article presents a set of discussions about the relationship between educa-tion for peace and Psychology developed in the end of the 1920’s by researchers at the Jean-Jacques Rousseau Institute/Switzerland. Based on an analytical-descriptive method, we have brought to notice the theories and techniques raised throughout the conference Peace through the School held in 1927 sponsored by the International Bureau of Education, which was linked to the Institute. We have shown how the speakers at this meeting conceived Psychology as a central science in the proposals for a pacifying pedagogy. Furthermore, we have highlighted Pierre Bovet’s concepts on the combative and social instincts, a psychologi-cal theory that intended to guide the work of educators who aimed to reach a pacifist ideal. We understood this movement as a civilizing project, based primarily on the scientific know-ledge about human beings. Pierre Bovet stated that the moral, social and religious education should be the three standing pillars for the pacifying pedagogy, in contrast to other scientists of the time, such as Jean Piaget.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2017
url https://periodicos.ufrn.br/educacaoemquestao/article/view/12193
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spelling oai:periodicos.ufrn.br:article-121932019-06-27T16:58:05Z The peace through school and the contributions from Psychology to the aims of the pacifying pedagogy La paz en la escuela y las aportaciones de la Psicología para los ideales de la pedagogía pacificadora A paz pela escola e as contribuições da Psicologia para os ideais da pedagogia pacificadora Loureiro, Clarice Moukachar Batista Assis, Raquel Martins de Educação para a paz. Pierre Bovet. Psicologia. Education for Peace. Pierre Bovet. Psychology. Educación para la paz. Pierre Bovet. Psicología. This article presents a set of discussions about the relationship between educa-tion for peace and Psychology developed in the end of the 1920’s by researchers at the Jean-Jacques Rousseau Institute/Switzerland. Based on an analytical-descriptive method, we have brought to notice the theories and techniques raised throughout the conference Peace through the School held in 1927 sponsored by the International Bureau of Education, which was linked to the Institute. We have shown how the speakers at this meeting conceived Psychology as a central science in the proposals for a pacifying pedagogy. Furthermore, we have highlighted Pierre Bovet’s concepts on the combative and social instincts, a psychologi-cal theory that intended to guide the work of educators who aimed to reach a pacifist ideal. We understood this movement as a civilizing project, based primarily on the scientific know-ledge about human beings. Pierre Bovet stated that the moral, social and religious education should be the three standing pillars for the pacifying pedagogy, in contrast to other scientists of the time, such as Jean Piaget. El artículo presenta un conjunto de discusiones sobre las relaciones entre la educación para la paz y psicología elaboradas a fines de la década de 1920, por investigadores vinculados al Instituto Jean-Jacques Rousseau/Suiza. A partir de lo método descriptivo-analítico, destacamos las teorías y técnicas planteadas a lo largo de la conferencia La Paz por la Escuela realizada en 1927 por Bureau Internacional de Educación, órgano vinculado al Instituto. Demostramos cómo los conferencistas de este encuentro concibieron la Psicología como una ciencia central en las propuestas de pedagogía pacificadora. Destacamos las concepciones de Pierre Bovet sobre los instintos combativos y sociales, teoría psicológica que pretendía orientar el trabajo de los educadores que perseguían un ideal pacifista. Concebimos este movimiento como un proyecto civilizatorio, fundamentado, sobre todo, en el conocimiento científico del ser humano. Para Pierre Bovet la educación moral, social y religiosa deberían ser los tres pilares de la pedagogía pacificadora, contrarrestando a otros científicos de la época, como Jean Piaget. O artigo apresenta um conjunto de discussões sobre as relações entre educação para a paz e psicologia elaboradas, ao final da década de 1920, por pesquisadores ligados ao Instituto Jean-Jacques Rousseau/Suíça. A partir do método descritivo-analítico, destacamos as teorias e técnicas levantadas ao longo da conferência A paz pela escola realizada em 1927 pelo Bureau Internacional de Educação, órgão ligado ao Instituto. Demonstramos como os conferencistas desse encontro conceberam a Psicologia como uma ciência central nas propostas de pedagogia pacificadora. Destacamos as concepções de Pierre Bovet sobre os instintos combativos e sociais, teoria psicológica que pretendia orientar o trabalho dos educadores que visavam a um ideal pacifista. Concebemos esse movimento como um projeto civilizatório, fundamentado, sobretudo, no conhecimento científico do ser humano. Para Pierre Bovet, a educação moral, social e religiosa deveria ser os três pilares da pedagogia pacificadora, contrapondo-se a outros cientistas da época, como Jean Piaget. Portal de Periódicos Eletrônicos da UFRN 2017-07-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/12193 Revista Educação em Questão; v. 55 n. 44 (2017): abr./jun. 2017; 74-98 1981-1802 0102-7735 10.21680/1981-1802.2017v55n44 por https://periodicos.ufrn.br/educacaoemquestao/article/view/12193/8458

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