Art inhabits peace: Puppet theatre and ethics of care in Peace Education

Abstract

Introduction: This article examines the ethics of care as a pedagogical framework for peace education in early childhood, moving beyond its traditional understanding as a moral or domestic practice toward a relational, political, and educational approach. In the Colombian context, the implementation of the Peace Education Program in preschool settings has largely emphasized negative peace perspectives, focused on the absence of violence, overlooking emotional, dialogical, and expressive dimensions essential in early education.

Method: The study follows a qualitative approach based on collaborative ethnography, conducted over two academic years in a private preschool in Bogotá, Colombia. Children were recognized as co-creators of knowledge. Data collection included participant observation, field journals, audiovisual records, and pedagogical activities centered on puppet theater. Data analysis was carried out using constructivist Grounded Theory.

Results: Findings show that puppet theater, grounded in the ethics of care, facilitates dialogue, recognition of others, emotional expression, and peaceful conflict resolution. Children develop relational understandings of peace linked to empathy, affection, and collective responsibility, positioning themselves as active agents in peacebuilding processes.

Conclusions: The study concludes that the ethics of care, when mediated through artistic languages, represents an effective pedagogical strategy for peace education in early childhood and offers concrete contributions to strengthening Peace Education initiatives from a transformative perspective.