The Culture of Peace in Primary Social Studies Textbooks in the Dominican Republic

Abstract

Introduction: During the 2022–2023 school year, more than 20,000 acts of violence were reported among students in Dominican schools, highlighting the urgent need to promote initiatives aimed at building a Culture of Peace. This commitment, supported by the UN in Resolution A/52/13, underscores the importance of guaranteeing Human Rights and fostering values that sustain peaceful coexistence. In the educational sphere, the national curriculum establishes that this culture must be integrated transversally through core competencies.

Method: Using a mixed-methods approach with a quantitative orientation, a bibliometric analysis was conducted on Social Studies textbooks used in Regional Office 08 of the Dominican Republic, identifying activities that address the Culture of Peace either explicitly or implicitly. The study examined their alignment with the curriculum and the competencies they promote, as well as the criteria schools apply when selecting these materials.

Results: Findings reveal a limited presence of the Culture of Peace in the textbooks, with activities focused primarily on basic cognitive skills. Additionally, a conceptual gap was identified between the understanding of the Culture of Peace held by those responsible for selecting textbooks and the definition provided by the UN.

Conclusions: It is concluded that public policies must be adjusted to ensure that these educational materials serve as bridges—rather than barriers—in the development of a Culture of Peace that is fully aligned with the national curriculum.