Posdoctorado Educación, Ciencias Sociales e Interculturalidad

URI permanente para esta colecciónhttp://hdl.handle.net/11634/13162

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    Tipo de ítem: Ítem ,
    Diseño de prácticas para la transformación de concepciones de justicia escolar en estudiantes de grado noveno de la Institución Educativa Técnica Niña María
    (Universidad Santo Tomás, 2026-06-22) López Restrepo, Carlos Fabián; Vanegas Ramírez, David Alfonso; Arroyave Del Pino, Yenifer Cristina; Múñoz Buitrago, Darwin Arturo; Universidad Santo Tomás
    Colombian schools face a deep tension between traditional punitive practices and the need for a justice that repairs social bonds. At the Institución Educativa Técnica Niña María in Fresno, Tolima, retributive logics of the eye-for-an-eye type prevail which, while generating immediate obedience through fear and shame, fail to transform school coexistence or repair the harm caused. In response to this reality, the research seeks to design pedagogical strategies based on restorative practices in order to transform conceptions of justice among ninth-grade students, framed within a socio-critical paradigm that employed worksheets as its central methodological tool. Methodologically, the study is grounded in the socio-critical paradigm. The process involved the design and implementation of worksheets aimed at recognizing students' conceptions of justice, generating an approach to different theoretical perspectives on the subject, identifying practices from the restorative framework, and proposing strategies for their implementation in the school setting. Among the main findings, the coexistence of conceptions of justice from moral/ethical, normative, and retributive standpoints stands out, along with some glimpses of a restorative perspective. It was found that punitive positions emerge in situations involving rights violations with a high degree of violence, while elements that could give rise to restorative practices disappear entirely. Likewise, a direct association between justice and conflict, and between conflict and violence, was identified, giving conflict a negative connotation and leading to its outright rejection. Finally, the study identifies the possibility of enriching the conception of justice by incorporating frameworks such as those of Amartya Sen, centered on the development of capabilities, and those of Okimoto, Zehr, and Hopkins, focused on the care of social bonds, trust, and the social fabric.