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Diana M. Cárdenas Delgado, María Camila Ospina-Alvarado, David A. Ospina Ramírez
El presente artículo es parte de una investigación desarrollada por la Fundación CINDE, la Universidad de Manizales, el Centro de Estudios Avanzados en Niñez y Juventud de estas entidades, y la Universidad Católica Luis Amigó (Colombia), con financiación del Centro de Memoria Histórica y el Ministerio de Ciencia, Tecnología e Innovación – Minciencias. El proyecto indagó acerca de las representaciones que tienen los niños y las niñas en el contexto de la violencia colombiana reciente y sobre las formas que han aprendido sobre estas en su hogar y en su escuela. En particular, el artículo se enfoca en los procesos relacionados con las pedagogías de la memoria y la enseñanza del pasado reciente en la Institución Educativa Andrés Bello de la ciudad de Manizales, con participación de 43 niños. El proyecto empleó recursos de la investigación creativa y artística y de la investigación hermenéutica performativa, y brindó especial atención a las cartografías, las creaciones y las narraciones de los participantes. El análisis de la información se basó en el despliegue de tres categorías y se encontró que los procesos de construcción de la memoria histórica se han dado, principalmente, por lo que los niños escuchan de sus familias y de medios tradicionales de comunicación como los noticieros. Sin embargo, se evidencia que el aula debe fortalecer las prácticas colectivas de enseñanza del pasado y de construcción de la memoria, en las que las comunidades sean partícipes de su propio tejido histórico y del reconocimiento de la historia de Colombia.
This article is part of a research project developed by the CINDE Foundation, the University of Manizales, the Center for Advanced Studies in Childhood and Youth of these entities and the Catholic University Luis Amigó with funding from the Historical Memory Center and the Ministry of Science, Technology and Innovation - Minciencias;
the project explored the representations that children have about recent violence in their contexts and the ways in which they have learned about it at home and at school. The research is called Peaceful Expedition: pedagogies of memory and reconciliation in schools, which began in December 2020 and ended in June 2022. The research was conducted by the CINDE Foundation, the University of Manizales, the Center for Advanced Studies in Childhood and Youth of the same entities and the Catholic University Luis Amigó, Manizales branch. It also received financial support from the Historical Memory Center and the Ministry of Science, Technology and Innovation and from the University of Manizales.
In particular, the article focuses on the processes related to the pedagogies of memory and the teaching of the recent past in an educational institution in the city of Manizales, with the participation of 40 children. The project provided resources from creation-action research and performative hermeneutic research, paying special attention to the cartographies and narratives of the participants, based on the performative ontological hermeneutic research proposal.
The research project was conducted from a qualitative perspective and took resources from performative ontological hermeneutic research, which is understood by Alvarado et al. (2014), as that which allows the emergence of the voices of actors that have been silenced by traditional research mechanisms that, also makes it possible that the same research questions and the ways in which the voices of the group of actors are summoned, allow them to position themselves as political subjects, based on the recognition of their potencies and their capacities for the transformation of reality.
On the other hand, the research also took resources from action-creation research, applying design and audiovisual resources as creative resources that allow narratives to be accompanied by creations made by the research participants themselves and that also communicate knowledge, experiences and knowledge.
The work consisted of the development of five cartographic expeditions, the first related to the knowledge of the project, the second to the pedagogies of memory and the teaching of the recent past, the third to the construction of peace, the fourth to reconciliation, and the last to political agency. This paper analyzes the expedition related to the pedagogies of memory and the teaching of the recent past.
The analysis of the information was based on the categories related to the teaching of the recent past and the pedagogies of memory, allowing the emergence of three subcategories, the first emphasizes the relationship between memory and territory, the second focuses on children as readers of reality, and the third is based on the continuity of adult voices and traditional media as the main sources of information for children.
It was found that children prefer some places or regions of the country due to the events they have learned about from adults or from the news, which makes them generalize their imaginary about certain regions based on what is communicated to them.
It was also possible to recognize that children assume certain positions according to what they hear from their families and from television, for example, stories were evidenced in which they give their opinion about the political situation in Colombia or the socio-political situation in Venezuela.
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