Enseñanza de la cátedra de la paz y el reconocimiento del otro en la escuela colombiana. Estudio de caso.

Abstract

In the context of the negotiations that took place in 2014 between the national Colombian government and the Revolutionary Armed Forces (FARC), in order to consolidate a lasting peace in the country and thereby reduce conflict and violence in the country , through article 1 of Law 1732 of 2014, is established the implementation of the Chair of Peace, which is based on an education for peace that contributes to strengthen a democratic development in society, that is, where values such as equity, equality, acknowledgment of the other, social justice and of course the construction of a democratic citizenship where individual and collective human rights are respected for the construction of a culture of peace.

In that order of ideas, the Chair of Peace appears as an independent subject for preschool, basic and high school levels in all educational institutions of the country; and in turn, the aforementioned implementation will be developed in higher education. In this way, the Chair aims to promote an education by competencies in the school teaching processes, from which the teacher and the educational institution promote a pedagogy of peace centered on the territory, the cultural, the historical memory. Along these lines, article 4 of Law 1732 of 2014 specifies that the Chair of Peace is based on being able to guarantee a culture of peace in the country, and for this reason, it is essential to constitute a space for reflection and for pedagogical training in educational institutions.

In order to carry out a reflective pedagogy of the Chair of Peace, the aforementioned Law highlights in article 7 that it is necessary for educational institutions in the country to train and qualify teachers in the guidelines and contents contained in the Chair so that they, in their teaching practice, develop a critical pedagogy on education for peace in the learning processes of students; likewise, the Ministry of National Education (MEN, 2014), emphasizes the need to promote training spaces for school principals, so that they are educated in a culture of peace, from the importance of acknowledging the role of the other in the process of peace building.

Due to the foregoing, the objective of the investigation comes up, to recognize the role of the other, from the practice of peace teaching and learning in the Corazonista Educational Institution of Medellín; and as a question: How to recognize the role of the other, from the practice of peace teaching and learning of in the Corazonista Educational Institution of Medellín? For this, the case study is methodologically proposed to understand the teaching practice in the consulted teachers and how they approach the learning processes from the education for peace in the students of the Corazonista School in Medellín.

The first chapter addresses the contextualization of the research problem; that is, the research background, the study problem, the research question, the objectives, the justification, the categories of analysis: practical theory and learning teaching, didactics: education for peace from the idea of the Chair of Peace, alterity and citizenship education from school. In the second section, the guidelines frameworks of the research are developed: the theoretical and conceptual framework from the categories: practical theory of teaching and learning, didactics: education for peace from the idea of the Chair of peace and alterity and citizen training at school.

Subsequently, the legal framework, the epistemological approach, the research paradigm, the categories of analysis and the instruments appear. The third chapter develops the entry line of the research, that is, the systematization and analysis of data, the categories of analysis and triangulation. Finally, there is the section on results, reflections and findings.