Addressing violence in prision context. A complex, systemic and Biocentric perspective.

Authors

  • Claudia Perlo Instituto Rosario de Investigaciones en Ciencias de la Educación - CONICET, Argentina

DOI:

https://doi.org/10.33255/2591/1274

Keywords:

violence, education, democracy, complexity, biocentrism

Abstract

In this article we present the theoretical corpus that guides our research around the approach of violence. The purpose of this paper is to provide a theoretical perspective that allows a complex, systemic and biocentric understanding of the problem. In our studies, framed in a qualitative methodology, we have generated knowledge to remove the foundations of the punitive-repressive model, which addresses this issue as a dead end. We seek to contribute with new comprehension frameworks based on a perspective that outperforms the stances that clearly have already shown their failure.

 The developments we here present, based on relationship ethics, show pending educational challenges. They seek to repair and strengthen social networks and collectives, to sustain the democratic political system that we yearn, as a relational model of human societies.

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Author Biography

Claudia Perlo, Instituto Rosario de Investigaciones en Ciencias de la Educación - CONICET, Argentina

Doctora en Humanidades y Artes con orientación en Educación. Investigadora Independiente del Consejo Nacional de Investigaciones Científicas y Técnicas(Conicet) en el Instituto Rosario de Investigaciones en Ciencias de la Educación –IRICE- desde el año 1992 a la fecha.
Profesora Didacta de Biodanza por la International Biocentric Federation (IBF)(2013). Educadora Biocéntrica por la Universidad Biocéntrica de Ceará, Fortaleza (2015).Docente de postgrado en universidades públicas y privadas. Autora de libros y artículos publicados en revistas nacionales e internacionales.

Published

2022-06-30

How to Cite

Perlo, C. (2022). Addressing violence in prision context. A complex, systemic and Biocentric perspective. Educación Y Vínculos. Journal of Interdisciplinary Studies in Education, 61–77. https://doi.org/10.33255/2591/1274

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Section

Artículos