Prevención y mitigación de la violencia como forma resolutiva de los conflictos al interior de la familia y su reproducción en las prácticas de crianza, a través de una propuesta socioeducativa en la Comisaría Tercera de Familia del municipio de Soacha.

Abstract

Given the recurrent presence of situations of family violence in the territory served by the Third Family Commissariat of Soacha, and the need for contextualized preventive interventions, this research aimed to design a socio-educational proposal to strengthen institutional prevention actions. From the perspectives of critical pedagogies and a human rights approach, family violence was understood as a relational phenomenon that can be transformed through situated educational processes. Educational Action Research (EAR) was used within the socio-critical paradigm, involving twenty users and ten staff members in the phases of diagnosis, action, observation, and reflection. Through three experiential training strategies with users, based on critical dialogue, the process fostered recognition of personal history, assertive communication, empathy, and emotional regulation as tools for preventing violence and reframing parenting practices. Qualitative analysis was carried out through thematic coding and triangulation. The process enabled the collective construction of knowledge and the transformation of representations about family and conflict, with observable appropriations such as the distinction between conflict and violence and the shift from authoritarian models toward more dialogic, assertive, and affective forms of interaction, particularly regarding transgenerationally transmitted practices. The study concludes that socio-educational action, grounded in participation and critical reflection, can contribute to transforming family practices and support individuals in recognizing themselves as active agents of their own change and that of their community in preventing violence.