A aplicação da pedagogia da inclusão a partir da prática dos círculos de construção de paz

Abstract

The enactment of the Brazilian Inclusion Law for Persons with Disabilities (Law No. 13.146/2015) represented a milestone in the consolidation of human rights in Brazil, establishing guidelines for the promotion of equality, accessibility, and full participation. After a decade, it becomes essential to analyze the advances and challenges in the implementation of this law in the state of Ceará, identifying public policies and initiatives that strengthen its effectiveness, considering inclusion in a broad and systemic perspective. In this context, the use of restorative justice practices in Ceará has proven to be an effective tool for promoting inclusion and strengthening the guarantee of rights for persons with disabilities, especially in school settings. In 2018, the experience of Pastoral do Menor, through the implementation of Peacebuilding Circles in schools in the municipality of Trairi, Ceará, became consolidated as a municipal public policy. This dissertation aims to analyze how the pedagogy of inclusion has been established through the implementation of Peacebuilding Circles in the municipality of Trairi-CE, understanding their contributions to teachers’ praxis and to the promotion of inclusive, dialogical, and participatory educational practices. The study is grounded in theoretical frameworks of inclusive education, culture of peace, and restorative justice, in dialogue with authors such as Paulo Freire, Johan Galtung, and Kay Pranis. Methodologically, it is an action research study with a qualitative approach, of exploratory and descriptive nature, developed through field research in educational contexts in the Trairi region, using participant observation, interviews, and document analysis. The results indicate that Peacebuilding Circles constitute a powerful practice for strengthening inclusion by promoting spaces of listening, dialogue, participation, and recognition of individuals’ singularities. The use of this methodology contributes to the development of more respectful relationships, conflict mediation, and the enhancement of socio-emotional competencies, fostering democratic coexistence and a culture of peace in the school environment. It is concluded that the pedagogy of inclusion, articulated with Peacebuilding Circles, enables the re-signification of pedagogical practices and school coexistence, expanding possibilities for inclusion, belonging, and participation of all individuals.

Date of Award	3 Jul 2026
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Eduardo Duque (Supervisor)