Culture of Peace as Educational Innovation: The Role of the Administrator from the Perspective of Cultural-Semiotic Psychology

• DOI: https://doi.org/10.22533/at.ed.51572102614055

• Palavras-chave: school management; educational innovation; culture of peace; semiotic cultural psychology.

• Keywords: school management; educational innovation; culture of peace; semiotic cultural psychology.

• Abstract:

  This article explores the Culture of Peace as an educational innovation in schools, transcending the mere absence of conflict to become an active process of constructing values and expressions that promote collective well-being. We analyze the idea of co-constructing peace in school settings through the lens of Cultural Semiotic Psychology, which emphasizes how meanings are constructed and shared in the development of perceptions, interactions, intentions, and agency. This study discusses the cross-cutting integration of the Culture of Peace into the constitution of the school environment, highlighting the role of signs and symbolic systems. Furthermore, the article investigates the role of school management in educational innovation processes, analyzing contemporary approaches to Brazilian educational administration that view the school as a dynamic institution and an agent of social transformation. We argue that innovation in education—especially that related to the Culture of Peace—is not an isolated phenomenon but a collective effort that requires engaged leadership and an understanding of contextual complexities. Finally, we present a research agenda that reflects the epistemological shift discussed.