Aprendizaje basado en problemas (ABP): metodología activa para el fortalecimiento de la convivencia escolar, los derechos humanos y la educación para la paz en el CED La Hermosa

Abstract

This research addresses the need to strengthen school coexistence in rural contexts characterized by social vulnerability, exclusion, and institutional limitations that affect educational processes and interpersonal relationships among students. The study was conducted at La Hermosa District Educational Center, located in a rural area of Santa Marta, Colombia, where challenges related to forced displacement, Venezuelan migration, poverty, the presence of armed groups, and social fragmentation have impacted school dynamics and coexistence. The main objective of the study is to strengthen school coexistence among secondary school students through a pedagogical strategy based on Problem-Based Learning (PBL), aimed at fostering meaningful learning of human rights and peace education. The research adopts a qualitative approach and follows an Action Research design, seeking both to understand coexistence dynamics and to transform pedagogical practices through active and participatory methodologies. The study was developed in four phases: diagnosis, design, implementation, and evaluation of the pedagogical strategy. Data were collected through semi-structured interviews, participant observation, and focus groups involving secondary school students. The information was analyzed using thematic categorical analysis and data triangulation. Preliminary findings indicate that active methodologies promote participation, dialogue, and critical reflection, contributing to more inclusive and collaborative relationships among students. The results also reveal improvements in the recognition of human rights, empathy, shared responsibility, and peaceful conflict resolution. However, challenges associated with traditional disciplinary practices and structural limitations of rural contexts remain evident. The study highlights the importance of contextualizing educational practices according to students’ sociocultural realities and underscores the transformative role of schools in fostering critical, participatory citizens committed to the promotion and defense of human rights.