La música vallenata como estrategia pedagógica para la mediación de conflictos escolares en la Institución Educativa las Flores, Agustín Codazzi

Abstract

This research addresses a crucial social and educational problem: the aftermath of the armed conflict in the municipality of Agustín Codazzi. These aftermaths have permeated and impacted social and school dynamics, creating a context of aggression, low frustration tolerance, and significant difficulties in the peaceful resolution of conflicts. Specifically, in the 7th-grade classroom (section 7-03) of the Las Flores Educational Institution, a high frequency of interpersonal conflicts is evident, stemming from a background of structural, familial, and cultural violence that demands a profound and sensitive pedagogical intervention. Given this reality, the main objective of the research focused on analyzing how vallenato music, implemented as a pedagogical strategy, redefines the perceptions that the students in the study and their families have regarding school conflicts, enabling its effective application in creating environments of healthy coexistence within the institution. Methodologically, the research adopted a qualitative approach, which allowed for an indepth exploration and understanding of the participants' perceptions, emotions, and experiences in relation to conflicts. The Participatory Action Research (PAR) design was implemented, a fundamental strategy that ensured the active and conscious participation of students, teachers, and families, who acted as co-researchers. This collaborative approach facilitated the construction of knowledge grounded in the real-world context, allowed for the continuous adjustment of pedagogical interventions, and strengthened the sense of belonging and community co-responsibility in the pursuit of a more harmonious school environment. The findings from the diagnostic phase revealed that patterns of school conflict are not isolated incidents; rather, they stem from deep-rooted emotional, cultural, and communicative deficiencies in students. This fundamental understanding confirmed that pedagogical intervention must transcend academics to focus on emotional development, assertive communication, and building a culture of peace. Subsequently, the implementation of the strategy demonstrated great interest and commitment from all those involved. The use of vallenato music generated a positive change in the perception of conflicts, resulting in asignificant decrease in physical and verbal confrontations and a greater willingness to embrace dialogue as the primary mechanism for resolution. In conclusion, this experience demonstrates that vallenato music, beyond being a purely cultural expression, constitutes a relevant and effective pedagogical strategy for mediating school conflicts invulnerable contexts marked by violence or displacement. It thus proves that it is possible to build a positive school environment using tools from the student's own cultural context, generating processes of reflection, reinterpretation, and social transformation that have a direct impact from the classroom.