Educação para a paz: artefatos de memória em ambientes de EFL

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Boaz, H., Porat, R., Bar-Tal, D., Bieler. A. & Halperin, E. (2014). Paradoxical Thinking as a New Avenue of Intervention to Promote Peace. Proceedings of the National Academy of Science, 111 (30), 10996–11001.

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Méndez, P. (2017). Sujeto maestro en Colombia, luchas y resistencias. Bogotá: Universidad Santo Tomás.

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Oxford, R., Boggs, R., Turner, J., Ma, R. & Lin, C. (2014). Peace Lessons in Multicultural Literature for Children. In R.Oxford. Understanding Peace Cultures (pp. 193-230). Charlotte: Information Age Publishing.

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Restrepo, E. (2016). Leaders Against All Odds: Women Victims of Conflict in Colombia. Palgrave Communications, 2, 1-11. https://doi.org/10.1057/palcomms.2016.14

Rodríguez, E. (2013). Aprendiendo resiliencia a través del juego. Rayuela. 9, 34-39. http://revistarayuela.ednica.org.mx/sites/default/files/5.pdf

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Sánchez, M. (2010). La paz en Colombia: una responsabilidad del Estado Social de Derecho. Revista VIA IURIS, 9, 141-160.

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Transnational Institute (2016). No Women, No Peace: Gender Equality, Conflict and Peace in Myanmar. Myanmar Policy Briefing, 18, 1-28. https://www.tni.org/files/publication-downloads/myanmar_briefing_18.pdf

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Vasilopoulos, G., Romero, G., Farzi, R., Shekarian, M. & Fleming, D. (2018). The Practicality and Relevance of Peace in an EFL Teacher Training Program: Applications and Implications. Critical Inquiry in Language Studies, 16 (1), 1-20. doi: 10.1080/15427587.2018.1520599

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