La mediación escolar como estrategia pedagógica para fortalecer la cultura de paz en la institución Educativa Maiporé Sede A de Bucaramanga

Abstract

This research analyzes how everyday violence and conflicts manifest and are managed among secondary school students at the Maiporé Educational Institution (Campus A, afternoon session, Bucaramanga), with the aim of formulating recommendations for the design of a school mediation strategy focused on a culture of peace and human rights. The methodology employed is Action Research in the Classroom, grounded in a socio-critical paradigm and Paulo Freire's transformative pedagogy. This methodological approach recognizes students and teachers as subjects of praxis, capable of critically reflecting on their own dynamics and actively participating in the transformation of their school environment. Through the triangulation of four instruments, an observation guide, a field log, a student survey, and semi-structured interviews—the findings reveal that the predominant forms of violence are symbolic, relational, and passive, operating below the disciplinary threshold and frequently normalized. Furthermore, a structural gap is evident between the current legal framework (Law 1620 of 2013) and the daily practices of conflict management, characterized by a predominantly punitive approach. However, self-regulation and natural peer mediation capacities are emerging, constituting a genuine starting point for the collective construction of a culture of peace within the institution.