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Practices to Build Peace in Times of Crisis: Experiences from Northeast Brazil

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Peace and Violence in Brazil

Part of the book series: Rethinking Peace and Conflict Studies ((RCS))

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Abstract

The world is experiencing an upsurge of political polarization in which the forces of the extreme right have been strengthened. In this context, Brazil is experiencing the creation and implementation of policies that value the arming of the population and emphasize the devaluation of diversity and human rights. Thus, it is essential to find ways to create emancipatory and identity possibilities for less favored groups in order to achieve peace in places that suffer from structural violence because they are poor and located in suburban areas, but also because of direct violence conducted by criminal factions and the state. Based on the necessary construction of identity and common emancipation, we seek to evaluate the development of four strategies: literacy and beginning literacy with critical and autonomous thinking; peacemaking circles (teaching how to dialogue without violence, creating links between individuals); the use of playfulness and arts to build peace; and through joint empowerment (community gardens, university/community projects). All of them seek to think strategically and jointly in impacts, deadlines, and comprehensiveness of public agencies in action. The theoretical framework lies in the practice of dialogue and non-imposition, in the joint construction between the community and peacebuilders, based on the woks of Paulo Freire, John Paul Lederach and Augusto Boal.

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Notes

  1. 1.

    Johan Galtung, “Cultural violence,” Journal of Peace Research 27, N° 3 (1990); and “Violence, peace and peace research,” Journal of Peace Research 6, N° 3 (1969).

  2. 2.

    Marilena Chauí, “Ética, política e violência,” in Ensaios sobre violência, ed. Thimoteo Camacho (Vitória: EDUFES, 2003), 41–42.

  3. 3.

    Marilena Chauí, “Ética e violência,” Teoria e Debate 39 (1998): 33–34.

  4. 4.

    Feizi Masrour Milani, “Cultura de paz x Violências: papel e desafios das escolas,” in Cultura de paz: Estratégias, mapas e bússolas, ed. Feizi Massour Milani, and Rita de Cássia Dias Pereira de Jesus (Salvador: INPAZ, 2003), 33.

  5. 5.

    Erly Euzébio dos Anjos, “A banalização da violência e a contemporaneidade,” in Ensaios sobre violência, ed. Thimoteo Camacho (Vitória: EDUFES, 2003).

  6. 6.

    Elise Boulding, Culture of peace. The hidden side of history (Syracuse University Press, 2000).

  7. 7.

    Cora Weiss, “Learning to abolish war—Teaching toward a culture of peace,” The B. MM Monographs, N° 4 (2014), 38–41.

  8. 8.

    Xésus R Jares, Educação para a paz: Sua prática e teoria, 2nd ed. (Porto Alegre: Art med, 2002).

  9. 9.

    Johan Galtung, “Social cosmology and the concept of peace,” Journal of Peace Research 18, N° 2 (1981), 183–199.

  10. 10.

    John Paul Lederach, “Conflict transformation,” in Beyond intractability, ed. Guy Burgess, and Heidi Burgess (Boulder, CO: Conflict Information Consortium/University of Colorado, 2003), accessed March 21, 2017. http://www.beyondintractability.org/essay/transformation

  11. 11.

    Lederach, “Conflict transformation.”

  12. 12.

    Maria Cecília de S. Minayo, “A violência social sob a perspectiva da saúde pública,” Cad. Saúde Pública 10 (1994), 7.

  13. 13.

    The objective of this university project is—through arts, dialogue and emancipation—to modify the forms of interaction concerning conflict. Moreover, it aims to create creative and transformative capacities for the community to deal with conflicts through non-violent forms, creating networks of relationships, emotional connections, empowering the community, developing existing skills, and articulating students and civil society for well-being.

  14. 14.

    Samuel P. Huntington and Robert Jervis, “The clash of civilizations and the remaking of world order.” Finance and Development-English Edition 34, N° 2 (1997).

  15. 15.

    Achille Mbembe, “A era do humanismo está terminando,” Revista IHU on-line (January 2017). Available at: http://www.ihu.unisinos.br/186-noticias/noticias-2017/564255-achille-mbembe-a-era-do-humanismo-esta-terminando

  16. 16.

    Paulo Roberto de Almeida, “Uma política externa engajada: a diplomacia do governo Lula,” Revista Brasileira de Política Internacional 47, N° 1 (June 2004), 162–184. Available at: accessed August 25, 2019, http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0034-73292004000100008&lng=en&nrm=iso accessed August 25, 2019.

  17. 17.

    Thiago Gehre and Beatrice Neal Souza, “Educação pelos ODS no Brasil: Cidadania Global e militarização do ensino,” Mundorama (April 2019). Available at: https://www.mundorama.net/?p=25426

  18. 18.

    FGV/IBRE, “Desigualdade de renda no Brasil bate recorde, aponta levantamento do FGV IBRE.” Available at: https://portal.fgv.br/noticias/desigualdade-renda-brasil-bate-recorde-aponta-levantamento-fgv-ibre?utm_source=portal-fgv&utm_medium=fgvnoticias&utm_campaign=fgvnoticias-2019-05-22 accessed August 25, 2019.

  19. 19.

    Roberto Briceño-León, “La compreensión de los homicidios en América Latina: ¿Pobreza o institucionalidad?” Ciência & Saúde Coletiva 17, N° 12 (2012).

  20. 20.

    Daniel Cerqueira (ed.), Atlas da violência 2018 (Rio de Janeiro: Instituto de Pesquisa Econômica Aplicada/Fórum Brasileiro de Segurança Pública, 2018).

  21. 21.

    Allusive names to the terrorist group “Al Qaeda” and the “United States.” See: Carlos Eduardo Batista dos Santos, “‘Okaida’ e ‘Estados Unidos’, organizações criminosas: A nova face da criminalidade na cidade de João Pessoa, Paraíba” (M.A. Diss., Federal University of Rio Grande do Norte, 2015).

  22. 22.

    Jessé Souza, A construção social da subcidadania: para uma sociologia política da modernidade periférica (Editora UFMG, 2003).

  23. 23.

    Paulo Freire, Pedagogia do oprimido. 44th Edition (Rio de Janeiro: Paz e Terra, 2005).

  24. 24.

    Marli André. Práticas inovadoras na formação de professores (Campinas: Papirus, 2016).

  25. 25.

    Freire, Pedagogia do oprimido, 39.

  26. 26.

    “modelo bancário de educação” – a metaphor of students as vessels into which educators must put knowledge. Freire, Pedagogia do Oprimido.

  27. 27.

    John Paul Lederach, Preparing for peace: Conflict transformation across cultures (Syracuse University Press, 1995), 37–46.

  28. 28.

    Lederach, Preparing for peace, 47–53.

  29. 29.

    Lederach, Preparing for peace, 55–62.

  30. 30.

    John Paul Lederach, The little book of conflict transformation: Clear articulation of the guiding principles by a pioneer in the field (New York: Good Books, 2014).

  31. 31.

    Lederach, The little book of conflict transformation.

  32. 32.

    John Paul Lederach, The moral imagination: The art and soul of building peace (New York: Oxford University Press, 2005).

  33. 33.

    Lederach, The moral imagination.

  34. 34.

    Rolland Bleiker, “The aesthetic turn in international political theory,” Millennium: Journal of International Studies 30, N° 3 (2001); and Aesthetic and world politics (Basingstoke: Palgrave Macmillan, 2009).

  35. 35.

    Augusto Boal, Estética do oprimido (Rio de Janeiro: Garamond, 2009), 15–18.

  36. 36.

    Paulo Freire, Pedagogia da autonomia: Saberes necessários à prática educativa (Rio de Janeiro, São Paulo: Paz & Terra, 2015), 54.

  37. 37.

    Maria Rosário Longo Mortatti, “História dos métodos de alfabetização no Brasil,” in Seminário alfabetização e letramento em debate (Brasília: Departamento de Políticas de Educação Infantil e Ensino Fundamental da Secretaria de Educação Básica do Ministério da Educação, 2006), accessed August 17, 2019. Available at: http://www.unijipa.edu.br/arquivos/historia-dos-metodos-dealfabetizacao.pdf

  38. 38.

    Magda Soares, Alfabetização e letramento, 1st Edition (São Paulo: Contexto, 2003), 91.

  39. 39.

    Soares, Alfabetização e letramento, 92.

  40. 40.

    Soares, Alfabetização e letramento.

  41. 41.

    Freire, Pedagogia do oprimido.

  42. 42.

    Michel Shank, and Lisa Schirch, “Strategic arts-based peacebuilding,” Peace & Change 33, N° 2 (2008).

  43. 43.

    For more details see: Sabrina Lima dos Santos, “A política sensual: a dimensão estética nas relações internacionais e o Teatro do Oprimido no bairro Rangel,” (Monograph, State University of Paraíba, 2018).

  44. 44.

    Augusto Boal, Teatro do oprimido e outras poéticas políticas, 6th ed. (Rio de Janeiro: Editora Civilização Brasileira, 1991).

  45. 45.

    Associate Professor at the Department of Theatre Arts at Ithaca College, Fulbright Specialist and creator of the Performing Arts for Social Change (PASC) Program—based on concepts of the Theatre of the Oppressed and whose mission is to work conflicts creatively through art.

  46. 46.

    In Portuguese: “Por quem choramos: A violência descoberta.”

  47. 47.

    Richard Boon and Jane Plastow, Theatre and empowerment: Community drama on the world stage (Cambridge University Press, 2004).

  48. 48.

    Bento de Espinosa. Ética. Trans. Joaquim de Carvalho, Joaquim Ferreira Gomes, and António Simões (Lisboa: Relógio D’Água, 1992).

  49. 49.

    Portuguese acronym.

  50. 50.

    Kay Pranis, Processos circulares (São Paulo: Palas Athena, 2010).

  51. 51.

    Kay Pranis, Processos circulares, 25.

  52. 52.

    Kay Pranis, Processos circulares, 29.

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Authors and Affiliations

  1. Center for Studies on Peace and World Security, State University of Paraíba, João Pessoa, Brazil

    Paulo Roberto Loyolla Kuhlmann, Edith Larissa Rodrigues do Rêgo Souza & Luan do Nascimento Silva

  2. Institute of International Relations, Pontifical Catholic University of Rio de Janeiro, Rio de Janeiro, Brazil

    Luan do Nascimento Silva

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  1. Paulo Roberto Loyolla Kuhlmann
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  2. Edith Larissa Rodrigues do Rêgo Souza
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  3. Luan do Nascimento Silva
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Editors and Affiliations

  1. Department of International Relations, Federal University of Paraíba (UFPB), João Pessoa, Brazil

    Marcos Alan Ferreira

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Kuhlmann, P.R.L., Souza, E.L.R.d.R., Silva, L.d.N. (2022). Practices to Build Peace in Times of Crisis: Experiences from Northeast Brazil. In: Ferreira, M.A. (eds) Peace and Violence in Brazil. Rethinking Peace and Conflict Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-79209-1_6

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