Tensiones y Retos de la Educación para la Paz en Instituciones de Educación Superior en Bogotá D.C.

Abstract

The purpose of the research was to approach the conceptions of teachers from three universities and master's degree programs in educational sciences in Bogotá D.C., Colombia, in relation to teacher training in peace education at the graduate level, in order to characterize their reflections, practices and ethical, political, pedagogical, didactic and research approaches, and thus, be able to determine the tensions and challenges of peace education emerging from the teaching experience in an armed conflict context, peace teaching, development plans of each university and the validity of the three entities that make up the (Sistema Integral de Verdad, Justicia, Reparación y No Repetición, SIVJRNR) Integral System of Truth, Justice, Reparation and Non-Repetition, resulting from the peace agreement signed between the FARC-EP and the National Government of Colombia in 2016. The approach to the proposals and experiences of teachers and universities was based on conceptual, theoretical, research and methodological developments of European and Latin American authors, among which, dialogues are presented that expose considerations in relation to the tensions and challenges of building a culture of peace. As a whole, coordinates of foundation, possibility and closure are presented that account for part of the evolution of the concept of peace in theoretical, legal, methodological and experiential terms that yields among its findings, the category of imperfect peace as a means to approach the complexity of the internal social and armed conflict and the construction and invention of a peace culture in Colombia.