Abstract
The article investigates how the integration between human rights education and a culture of peace mobilizes the praxis of peace pedagogy, highlighting values, attitudes, and practices that sustain democratic coexistence. The methodology articulates investigative procedures based on the guiding question: What are the strategic and methodological requirements of the praxis of the Pedagogy of Peace evidenced in the scientific literature and in the political documents that articulate Education in Human Rights and Culture of Peace? Therefore, the study aims systematize the strategic and methodological requirements that mobilize the praxis of the Pedagogy of Peace, identified in the scientific literature and in political documents, evidencing the elements that operationalize the articulation between Education in Human Rights and Culture of Peace. The qualitative methodological approach combines a narrative literature review with national and international policy documents, integrating them into the analysis of recent bibliographic production indexed in Scopus. The theoretical framework brings together references that support the discussion on peace education and human rights. The results show that the centrality of the Education for Peace and Peace categories in the scientific production analyzed, in contrast to the lower incidence of categories related to Human Rights Education and Rights-Based Pedagogies, revealing a still limited integration between these references at the methodological level. The review allowed the identification of a set of strategic and methodological requirements that mobilize the praxis of the Pedagogy of Peace, such as: training in humanizing values, dialogic and participatory methodologies, critical analysis of violence, development of socio-emotional competencies, integration of knowledge, experience, and action, and institutional commitment to peace and human rights. The findings indicate that the strengthening of the Pedagogy of Peace depends less on the conceptual approximation between these fields, already widely recognized, and more on the consolidation of methodological references capable of operationalizing, in educational practices, the integration between Education in Human Rights and Culture of Peace.