Acceso usuarios
Leydi J. Marín López, Estefanía Aristizábal Ramírez, David A. Ospina Ramírez
Este artículo es parte de una investigación que busca fortalecer las prácticas de construcción de la paz desde la primera infancia, a partir del reconocimiento de los niños como sujetos políticos. El documento presenta el análisis de cincuenta resultados de investigación e iniciativas que se enfocaron en el desarrollo de prácticas para la construcción de la paz desde la primera infancia, rastreados en bases de datos como Scopus, Redalyc y Google Scholar. Se analizaron estudios que se publicaron entre los años 1996 y el 2022. Se evidenció que la mayoría de las investigaciones fueron desarrolladas desde enfoques cualitativos. Los resultados demuestran que los investigadores reconocen a los niños de la primera infancia como sujetos políticos, desde la perspectiva de sus derechos, mientras que otros estudios están relacionados con los procesos de la participación infantil y su capacidad de agencia. También se identificó que la educación para la paz involucra los procesos de formación orientados a la cultura de la paz, en la cual se concibe a los niños participantes activos en la construcción de estrategias o proyectos educativos para el mejoramiento del currículo. Así, se evidencia la contribución favorable en el desarrollo de las capacidades para la construcción de la paz de los agentes relacionales de la primera infancia como son las familias, los docentes y la comunidad.
This article presents a documentary study that investigated studies between 1996 and 2022 and analyzed research projects that focused on a categorical analysis of the information, through the recognition of early childhood children as peace builders, training processes and systemic relationships in the development of capacities for peace building from early childhood, as well as the bibliometric findings of the information according to the databases consulted and the critical analysis of the studies. Following Ospina-Alvarado (2020) approaches, who proposes the need to make early childhood children visible as political subjects, capable of transforming their realities and contributing to peace-building and reconciliation processes. Based on this, the research allowed families, teachers and in some cases the children themselves to recognize, name and relate to them as political subjects with the capacity for agency. Although children are less frequently thought of as subjects with potential for participation and decision-making, research advances are observed, which evidence their potential for action, where the possibilities they have to constitute themselves as political subjects from the processes of the powers that families, schools and communities also have, which is understood by Fajardo et al., 2018). These positions invite to critical reflection on the relationship with children, and therefore on the way they are understood and named from adult life, since the expression of adult violence towards children, both physical and emotional, permeates the narrative and correlate that children configure of themselves and of the other, in Sosenski’s (2018) planning, that world of adult violence towards children is not only composed of criminals, the stories draw a world in which children are not listened to or cared for by their parents, by their teachers, by neighbors, highlighting the generalized lack of affection and the absence of protection. The studies were traced in specialized databases such as Scopus and Redalyc, however, given the low number of publications relating these fields of study, Google Scholar was also used. Also, for this reason, studies between 1996 and the year 2022 were analyzed, given that few authors focus on the recognition of early childhood children as political subjects with agency capacity for peacebuilding. Keywords in Spanish and English were used, such as early childhood, children, peacebuilding and peace education. The bibliometric analysis of the information is based on the data provided by Scopus, mainly, with a linkage of the information provided by the other databases. Based on the contributions of Palmer and Parra (2002) the study resorts to a critical and categorical analysis of the information, starting from the perspectives and ways in which the authors of the different studies present the results. In addition, the contributions of Alvarado et al., 2014, were considered, who state that the hermeneutic analysis seeks to rescue the actors' own voices from the results of the studies. The results show that some research recognizes early childhood children as political subjects, from the perspective of rights, and other studies are related to the processes of child participation and their capacity for agency;
Likewise, peace education involves training processes oriented to the culture of peace, in which children are conceived as active participants in the construction of strategies and/or educational projects for the improvement of the curriculum; finally, the favorable contribution of early childhood relational agents such as families, teachers and the community to the development of peace-building capacities is evident.
