ENGLISH TRANSLATION

MISSIONARIES OF OUR LADY OF LA SALETTE IMMACULATE CONCEPTIONPROVINCE

BRAZIL

SCHOOL FOR JUSTICE AAND PEACE

 

GOAL

The goal is to help form pastoral agents (laity and religious) through the interpretation of instances of the violation of rights and of cycles that generate violence, as well as the interpretation of initiatives of civil society and of the state, in Brazil and in the world, so as to construct a culture of peace, in light of a theological hermeneutic that nourishes a liberating and committed faith. The School for Justice and Peace hopes to be a space to form and reaffirm practices which defend the culture of peace and at the same time commit the Missionaries of La Salette to live their charism of reconciliation in the defense of justice and peace.

JUSTIFICATION

It is important to: identify and perceive situations of violence: social, political, cultural and religious; study particular instances of violence such as those in the area of labor, land possession, the buying and selling of water, and gender violence; study initiatives to overcome violence, such as economic solidarity, the cry of the excluded, efforts in civil society in areas parallel to human rights, the Mothers of Plaza de Mayo, the Mothers of Acari, the  “put it into practice” (cumpra-se) movement; point out elements of theological reflection about the culture of peace, conflict mediation and resolution, the role of reconciliation; prepare persons to engage and teach others; recover the method of analysis based on situations from daily life.

SEE, JUDGE, ACT

SEE: PEDAGOLOGICAL CONTENT

1. violence in the world – economic and socio-political aspects
2. a panorama of conflict situations in the world; a reading of the roots of violence
3. violence and the response to emergency situations (natural disasters, tragedies and conflicts – Rio+20; discussion of the effects on society and nature of climate change, environmental justice and environmental racism.
4. urban violence and youth: study the map of violence, the incidence of lethal violence on youth ages 15 to 29, especially blacks and the poor.
5. violence in the work world: describe the changes in industry, perceive the change in the mode of capitalistic production; unemployment of youth in the world
6. violence linked to land ownership: description of the cycles of agrarian violence in Brazil; the crisis of land-ownership from 1950 to 1990; the cycle of violence of agro-business; the monopoly of etanol – fuel from sugarcane
7. violence related to the buying and selling of water: identify land-conflicts based on water rights; the Guarani water source; water and energy; water for human consumption
8. domestic violence: identify problems that produce domestic violence; social dealing with domestic conflict and the question of privacy; a slap on the face, or “educate, don’t hit”
9. violence in school environments: identify the violence in school environments; the question of access to and quality of teaching; school questions; violence among students; violence from school administrations toward students; violence between teachers and students
10. gender violence: identify the cultural history of sexism in Brazil; sex related violence (homophobia and violence toward women); ensuring protection of victims; the “Maria da Penha” law
11. violence related to religious intolerance: introduction to statistics regarding this; religious pluralism and religion-ism in the world; religious pluralism and religion-ism in Brazil; the “diversity commission” of  the special secretary for human rights
12. violence and the internet (cyber-violence): the context; two emphases; privacy and violent uses

JUDGE – HERMANEUTICS

1. the culture of peace: didactic actions aimed at constructing attitudes of conflict mediation and the promotion of justice and peace
2. human rights and the construction of justice and peace – list instruments for human rights (both national and international); emphasis on PIDESC (economic, social, cultural, and nature’s rights); study of actions by national governments and non governmental entities for promoting justice and peace
3. Biblical roots for the struggle for justice and peace: Biblical theology from the Old and New Testaments that give a basis for justice and peace
4. restorative justice: the experience of prisons
5. Christology, reconciliation and justice: cite elements of Christology that give a basis for actions of reconciliation and the promotion of justice
6. Theology of Religions, justice and peace, and integrity of creation: a look at an ecumenical theology of religions; topics for the next CMI assembly and links with Rio+20.
7. national instruments for making effective gender rights: what legal tools favor gender rights
8. national instruments  for overcoming violence against children and adolescents: what juridical tools favor the rights of children and adolescents
9. sociology of youth and the culture of peace: what sociological elements characterize youth of the 21^st century; what negative factors conditions their behavior?
10. elements of economic solidarity: the bases for economic solidarity, how it works, it’s objectives and results
11. civil society and the struggle for peace (the cry of the “excluded ones”, social movements, “put it into practice” movement
12. survey of the participants: initiatives for the construction  of new relations and the solution of daily violence; the Church’s contribution (religious life and pastoral ministry)

ACT – HEALING THE WOUNDS

1. national movement of human rights: documents and struggles; national network of promoting human rights, documents, struggles and advances
2. World Social Forum: it’s procedures, successes and difficulties toward a “new possible world”
3. the cry of the excluded ones: history of creating this cry of the excluded ones on a national and Latin American level, effects, public awareness and results
4. the ecumenical movement and Rio+20: stories about this presence
5. social pastoral ministry and peace: history of the principle actions of this ministry

METHODOLOGY

1. The didactic content will be dealt with in a hands on way: the method will be participative and constructive, linked to traditional elements
2. If possible, the sessions of the course will be recorded digitally so they can be sent electronically, as a way of  making the course known and broadening its audience; other methods are also possible
3. During the course, participants will be encouraged to send out their impressions on the internet with photos of the course
4. Guest speakers will be called in (experiential immersion) to help deepen understanding of the topics. After the visits there will be opportunity to share impressions and learn even more.
5. A panel discussion will take on the topic of legal instruments. These discussions will lead to a seminar to share the experience.
6. The participants will be expected to produce TCCs, either written or in video. They will be encouraged to produce short films about the topics discussed
7. Both the TCCs and the videos  must e submitted electronically to a team of evaluators
8. There will be pastoral service to families in the neighborhood. Each participant will “adopt” a family to visit and help
9. Those responsible for the school of justice and peace will present two or three documents or videos to the annual assembly of the La Salette Missionaries.

GENERAL ORIENTATIONS

1. The facilitator or guide must work to give each topic a national focus, and in as far as possible extend that focus to the Latin American or world context.
2. This initiative comes from the La Salette Missionaries with the support of the Brothers of Taizé, KOINONIA, the Regional Conference of Religious, and others who wish to share the responsibility.
3. The participants will follow a house schedule with its three daily moments of prayer, and times allotted to teams for house cleaning and dishes.
4. This school does not have state recognition. It is for Christians who want to reflect on the issues.
5. Payment will be made to the director. Participants pay for their own travel. Effort will be made to offer quality education at a reasonable cost.
6. Due to question of finances and time, participants won’t visit places far away. Use will be made of what the city offers.
7. This is a first group. An initial program will be followed which may be modified later.
8. This first experience is envisioned for 35 to 50 persons for a two week period. A new group will be formed for the following year. This first group will help evaluate and make suggestions for the next year.

EMBLEM

Hands from above meet hands from below, representing the phrase from the psalms: “justice and peace will kiss” (Ps 85). The center of the emblem has three elements: the cross which is the symbol of victory; a dove which is the symbol of peace, and the two letters J and P for justice and peace.

Mombitaba – Taizé

Alagoinhas, Bahia, Brazil