Territorio, escuela y creación artística, una apuesta interdisciplinaria para la construcción de memoria en contexto de conflicto armado en instituciones educativas Rural y Urbana, de los Municipios de Necoclí y Zaragoza – Antioquia

Abstract

This systematization of experiences analyzes the pedagogical and cultural processes developed at Institución Educativa Rural Mulatos in the municipality of Necoclí between 2024 and 2025, within a territory affected by dynamics of armed conflict, social exclusion, and the fragility of the social fabric. The study focused on the bullerengue and visual arts groups as pedagogical spaces aimed at fostering collective memory, cultural identity, coexistence, and peacebuilding. Its purpose was to understand how artistic practices contribute to educational and social transformation through situated pedagogical experiences. Likewise, the process made it possible to resignify the knowledge and learning constructed through the dialogue of knowledges carried out with Institución Educativa Luis Fernando Restrepo in Zaragoza. Methodologically, the research was developed from a qualitative critical-social approach grounded in Jürgen Habermas (1987) and based on the systematization of experiences proposed by Óscar Jara Holliday (2018) and Alfonso Torres Carrillo (1999; 2019). Interviews, document review, audiovisual records, analytical matrices, and dialogues of knowledges with the educational community were employed. The findings reveal the categories of memory and territory; art as pedagogical mediation; identity; and pedagogical learning and peacebuilding through art. Likewise, it was identified that artistic practices strengthen youth participation, territorial appropriation, coexistence, and the resignification of experiences associated with violence. Finally, the experience made it possible to recognize art and culture as pedagogical and community-based tools for rebuilding the social fabric and fostering peacebuilding in rural contexts.