Clube do silêncio: promovendo a cultura de paz para a formação humana integral na educação profissional e tecnológica

Abstract

This study, part of Research Line 1 of ProfEPT, focused on Educational Practices in Professional and Technological Education (EPT) and linked to Macroproject 1, investigates the benefits of the Silence Club (CS), a school support group, in promoting a Culture of Peace. Conducted at CETI Eng. Prof. Sérgio Alfredo Pessoa Figueiredo in Manaus, the main objective was to analyze how the CS contributes to Integral Human Formation (FHI), fostering a more welcoming and peaceful school environment. The research adopted a qualitative case study approach, using participant observation and semi-structured interviews conducted from June to August 2024 with 23 participants in the pilot test. Content analysis, based on Bardin (2016), categorized responses into dimensions such as welcoming, empathy, and resilience. The evaluation of the CS Implementation Guide was expanded in July 2025, with 8 additional participants, totaling 31. Results indicated that the CS, through activities like conversation circles, guided meditation, and free hugs, reduced bullying reports by 30% and strengthened socioemotional skills, such as emotional self-regulation and a sense of belonging. Participant testimonies highlighted impacts on resilience and self esteem. The integration of Amazonian cultural elements promoted inclusion, aligning with the ethics of care and Freirean praxis. The initiative proved counter-hegemonic, addressing symbolic violence and fostering a more supportive school environment, particularly in peripheral contexts marked by violence. The Silence Club Implementation Guide offers practical guidance for educators, featuring activities like guided meditation and conversation circles based on Nonviolent Communication. Structured in 12 sections, it incorporates Amazonian narratives, ensuring simplicity and adaptability to diverse contexts. The Silence Club demonstrated effectiveness in promoting a Culture of Peace and FHI, with potential for replication in public schools. Its integration into educational policies, such as the SEDUC AM program, is recommended to enhance its impact on mental health and school coexistence, reinforcing education as an act of care and transformation.