THE BOHMIAN DIALOGUE AS A PEDAGOGICAL TOOL FOR EDUCATION IN HUMAN RIGHTS AND DIVERSITIES IN BASIC EDUCATION

Abstract

The scope of this study is to analyze how the Bohmian Dialogue methodology can be used as a pedagogical tool to promote Education in Human Rights and Diversity in Basic Education. Given the problems of school conflicts, mainly of a behavioral, learning and relationship nature, including other forms of discrimination, it is suggested that dialogue be used as a strategy to promote active listening, empathy, respect for diversity and the collective construction of knowledge. The research is based on the assumption that schools play an important role in the formation of citizens and in the promotion of social coexistence, since they are a fruitful breeding ground for critical reflection and active participation of all in the construction of a more just and inclusive society. The methodology adopted was qualitative, having as a starting point the review of the literature, evidencing that dialogue can help to combat prejudices and create a more inclusive and democratic school environment. The results indicate that the practice of dialogue in schools, based on David Bohm's methodology, strengthens peaceful coexistence, increases students' critical awareness and promotes the appreciation of diversity.