Aula viva: aprendemos y vivimos los derechos humanos en la escuela. Una cartilla didáctica para la convivencia escolar en aula multigrado del centro educativo rural el Sul.

Abstract

This research seeks to strengthen a positive school climate at the Centro Educativo Rural el Sul, the main campus in the municipality of El Carmen, Norte de Santander, through the implementation of teaching strategies based on human rights education (HRE). The identified problem stems from daily observation: children between the ages of 5 and 6 in preschool and first grade have difficulty resolving conflicts peacefully, expressing emotions assertively, and maintaining relationships based on mutual respect. These situations are exacerbated by conditions of social vulnerability such as poverty, forced displacement, family disintegration, and the lingering effects of the armed conflict in the region. The overall objective is to strengthen a positive school climate through teaching strategies framed within HRE. The research adopts a qualitative approach with an Educational Action Research (EAR) design, which allows for combining critical reflection with collective transformative action. Thus, the theoretical framework articulates the perspectives of Paulo Freire, Henry Giroux, and Peter McLaren from critical pedagogies, along with references such as Suárez and Beltrán (2021) on school coexistence and Fernández and Tabares (2024) on human rights education in Latin American contexts. The diagnostic findings revealed a significant gap between the norms formally established in the student handbook and actual classroom practices, where conflicts were resolved through force or silence. The implementation of the teaching strategy showed initial progress in students' willingness to engage in dialogue, recognize emotions, and use respectful expressions. It is partially concluded that human rights education, when implemented in a contextualized, participatory, and transformative manner, can become an effective pedagogical tool for promoting peaceful coexistence in rural contexts marked by exclusion and vulnerability.