Aportes epistemológicos y pedagógicos a la construcción de paz territorial desde contextos educativos urbanos: El Caso del colegio Rodrigo Lara Bonilla

Abstract

Young people's lack of knowledge about the history of the conflict, the context of the signing of the agreement with the FARC-EP, as well as the role of violence in peacebuilding and the different expressions of gender identities and violence have been elements of reflection for the young people in the peacebuilding seedbed at the Rodrigo Lara Bonilla School. The purpose of this article is to highlight the contributions of epistemological and pedagogical processes to territorial peacebuilding in urban educational contexts, based on a case study of the Rodrigo Lara Bonilla School. The methodological approach taken was a participatory perspective based on Participatory Action Research (PAR), which allowed for the construction and ongoing feedback of the different pedagogical and thematic strategies that were developed with the participants over a period of nearly two years. To articulate the theoretical and methodological discussion on territorial peacebuilding from a restorative perspective, the postulates of Galtung (1990), Fisas (1998), and Muñoz (2001) were mainly addressed. In this way, the different reflections of the young people in the peacebuilding seedbed become references for discussing new forms, mechanisms, and pedagogical strategies for the prevention of violence and conflict in educational institutions based on their own practices.