This article investigates the (im)possibilities of Peace Education as a critical pedagogical practice in contexts marked by liberal ideologies. The question that guides the text is: has Peace Education ‘gone out of style’ in times marked by wars, democratic crises, deepening social inequalities, and the rise of authoritarian discourses? Based on a literature review, the study points out chronological advances and setbacks, highlighting the role of international organizations, such as the UN and UNESCO, in the affirmation, boom, and subsequent decline of the theme. The study also examines educational scenarios in Brazil and Portugal, highlighting their convergences and specificities. It emphasizes, however, that despite liberal pressures, Peace Education, even if not properly named, remains essential for the formation of autonomous and critical individuals, committed to questioning and confronting structural and cultural inequalities, and defending social justice, human rights, and historical memory.
Souza et al. (Wed,) studied this question.