Acceso usuarios
Rosa I. Herrera Rodríguez, David A. Ospina Ramírez, Nicolás Cardona Arias, Oscar A. Cardona Guzmán, Juan Carlos García, Leydi J. Marín López
El documento presenta una revisión de 50 artículos de investigación sobre propuestas educativas para la construcción de paz en Colombia en las últimas dos décadas. Se trata de un estudio cualitativo intencional con metodología de estado del arte y análisis hermenéutico, categorizando la información. Los resultados muestran que la categoría paz ha ganado presencia en la última década, especialmente en escenarios donde interactúan niños, niñas y jóvenes, como la familia, la escuela, la comunidad y el Estado. Se concluye que la escuela es un territorio clave para construir paz, siendo esencial el rol de todos los agentes relacionales, con énfasis en el papel del maestro. No obstante, los estudios destacan que los niños y niñas son sujetos políticos con capacidad para aportar a la paz desde sus propios desarrollos, lo que implica reconocer su agencia en los procesos educativos y comunitarios que promueven relaciones pacíficas y transformadoras.
Studies on peace in Colombia are numerous and long-standing due to the different conflicts that the country has been immersed in throughout history. It is important to clarify that peace should be understood as a process, as a continuum that demands to be considered unfinished in itself, in fact, some authors consider that the fact of waiting for perfect conditions for the construction of peace is what makes it impossible for it to be consolidated in the communities.
This document presents the results of the review of fifty articles resulting from a research that aimed to situate the main approaches of analysis implemented in the educational proposals of the pedagogical field for peacebuilding in Colombia in the last two decades. From the methodological point of view, this is a non-probabilistic qualitative study of an intentional type, in which the state of the art methodology was implemented and documentary analysis was used.
The studies were traced through specialized databases such as Redalyc, SciELO, Dialnet and Google Scholar. Subsequently, a hermeneutic analysis of these studies was carried out by categorizing the information. It was identified in the process of information analysis that, despite having a search window that was limited to the last two decades, the oldest research with analytical categories related to the objective of this article is from 2011. In addition, the results show that the category peace has been present mainly in the last decade in those scenarios in which children and young people interact, in such a way that, both in the family, school, community and state spheres, different ways of appropriating powerful practices that enable the permanent understanding and materialization of the implications of the category in question are continuously woven. It is concluded that the school is an unavoidable territory for the construction of peace in Colombia in which the role of all relational agents around children and young people is fundamental, although the role of the teacher in this process is highlighted.
This is due to the fact that the school allows the empowerment of scenarios for the construction of peaceful relationships in educational scenarios and outside of it, however, as most studies recognize, children are political subjects with their own capacities for peace building from the deployment of their human development potentials. The different initiatives for the training of children and young people in Colombia recognize the context of violence that the country has gone through and seek to transform these impacts and this history from the generation of capacities for peace building through pedagogical practices close to the languages of these social agents. Likewise, it is recognized that these initiatives give a high value to the relationships established between the different actors that are part of the educational system.
Therefore, conceiving the school as a territory for peace education is more than urgent, since from a perspective of social responsibility and co-responsibility, it is possible to make agreements with the educational system to integrate into school life projects that leverage and promote day-to-day understanding of peace as a process that is built in the company of others and that demands respect for the opinions, feelings and stories of peers with whom the territory and multiple realities are shared.
