Abstract:
School violence is a multifaceted phenomenon that compromises the educational
environment and affects the development of students and teachers. Given this
scenario, this study investigates the role of arts in promoting a culture of peace in
schools, based on the approach of education of the senses and the principles of
integral education. The main objective of this research is to analyze how artistic
practices can contribute to mitigating school violence, considering the guidelines of the
Documento Curricular de Goiás (DCGO) and Law No. 21.881/2023. The specific
objectives include understanding the social origins of school violence, analyzing
current legislation, and proposing pedagogical strategies based on art to address this
issue. The methodology is qualitative, bibliographic, and documentary, incorporating
an analysis of curricular guidelines and educational regulations related to combating
school violence. The results highlight that aesthetic education plays a crucial role in
student development by fostering sensitivity, creativity, and critical perception. Art,
when integrated into the school curriculum, strengthens students' socio-emotional
development, promoting respect, inclusion, and healthier interpersonal relationships.
Furthermore, artistic practices expand students' cultural repertoire, encourage
empathy, and contribute to building a more humane and welcoming school
environment. It is concluded that the implementation of artistic activities in schools
should be encouraged as an essential strategy for transforming education into a safer
and more equitable space, fostering a culture of peace and strengthening students'
civic formation.
