The topic of war and the consequent urgency of peace is tragically topical today and is accompanied by extremely varied and too often mutually contradictory positions.
The comparison with the materiality of the destruction produced by wars makes it extremely difficult even to problematize in a constructive form projects and paths of peace education, but precisely for this reason it is the task of pedagogy to “promote” and “work for” peace, starting from the unraveling of the explicit and implicit devices, pedagogical–didactic in nature, that make the structuring and sustainability of its desirable being fragile.