“Infancia rural, construcción de paz y conciencia ambiental: una revisión documental desde la pedagogía crítica”

Abstract

The purpose of this research was to analyze the conceptions, practices, and pedagogical strategies related to peacebuilding and environmental awareness from a childhood perspective in rural educational contexts. The study emerged from the need to understand these processes comprehensively, recognizing the active role of children and the influence of territory in shaping educational experiences aimed at social transformation. The research was developed using a qualitative approach within an interpretative-critical paradigm through documentary research methodology. For data collection, a systematic review of books, scientific articles, institutional reports, and academic documents related to childhood, peace, territory, and environmental education was conducted. The information was analyzed through qualitative content analysis, employing coding, categorization, and documentary analysis matrices. The findings revealed that childhood is progressively recognized as a subject of agency and participation within educational processes. Likewise, peacebuilding and environmental awareness were identified as interdependent processes that acquire meaning through territory, culture, and the everyday experiences of individuals. It is concluded that the articulation between childhood, territory, peace, and environment allows rural education to be understood from a critical and contextualized perspective, promoting the development of pedagogical proposals oriented toward the recognition of diversity and the formation of individuals committed to their social and environmental realities.