Estrategias pedagógicas implementadas en la cátedra para la paz: Un estudio comparativo entre las instituciones educativas: Institución educativa rural departamental San José y el Instituto San Bernardo de la Salle.

Abstract

The thesis Pedagogical Strategies Implemented in the Peace Education Program: A Comparative Study between the San José Departmental Rural Educational Institution and the San Bernardo de la Salle Institute explores how the Peace Education Program, which is mandatory under Law 1732 of 2014 and Decree 1038 of 2015, is taught in two very different schools: a rural public school in Carmen de Carupa and a private school in downtown Bogotá, which is part of the Lasallian system. The research is based on the idea that, in a country like Colombia, which has a history marked by violence and armed conflict, schools have a great responsibility to promote coexistence, human rights, and social change. The main objective of this work is to understand how the pedagogical practices that emerged from the Chair for Peace help to strengthen the culture of peace and improve coexistence in schools in both places. To this end, qualitative research with an interpretive approach was conducted, which allowed for an understanding of the meanings, tensions, and dynamics experienced in each institution. The methodology included reviewing documents, making comparisons, and gaining an in-depth understanding of the different school situations based on the voices of teachers, students, and other actors, as well as the institutional conditions that influence how the policy is implemented. The results show clear differences between the two institutions. At IERD San José, the implementation of the Chair for Peace is limited, mainly because there is no specific curriculum for it, there is a lack of teaching materials, and teachers are not always sufficiently prepared to address it comprehensively. Although the institution wants to, the difficulties inherent in the rural environment make it difficult to maintain consistent practices. In contrast, the San Bernardo de la Salle Institute integrates the Peace Chair into its Humanizarte project, which combines political, ethical, and civic education with psychological support, workshops, teacher support, and a solid pedagogical approach that helps improve school coexistence. The comparison between the two samples shows that, although both institutions recognize the importance of teaching peace, the way they do so depends greatly on the school environment, available resources, institutional support, and teacher training. It is concluded that the implementation of the Chair for Peace should not only comply with the norm, but should also be understood as a process that involves ethical, political, and pedagogical aspects. To this end, strategies need to be adapted to each reality, teachers need to be trained on an ongoing basis, and the active participation of the entire educational community needs to be promoted. It is concluded that the implementation of the Chair for Peace should not only comply with the norm, but should also be understood as a process involving ethical, political, and pedagogical aspects. To this end, strategies need to be adapted to each reality, teachers need to be trained on an ongoing basis, and the active participation of the entire educational community needs to be promoted.