La escuela como escenario de construcción de ciudadanía en zonas de conflicto/posacuerdo en Colombia (2015-2018). Casos tres instituciones educativas de Paz de Ariporo-Casanare.

Abstract

In recent years, in the midst of the peace process between the Colombian government and the FARC guerrilla, the school evidences the problems associated with the post-agreement in which the conflict was sharpened inside the classrooms. The problem of school coexistence and the construction of citizenship is assumed, therefore, as a question and research possibility, seeking to understand and explain it, as it interferes with school dynamics and, in it, with young people, families and the community in general. Young people seek acceptance from society and their educational community, be heard and valued, are also aware of the social problems present in their environment, the influence of violence present in the context have permeated the educational institution, which has lost its status as a neutral zone and feel vulnerable in these situations. In this historical and transitional context in our country, is that education should contribute to the reconstruction of the social fabric through the formation of leaders and using the school as the center of the community. For this reason it is wrong to idealize the school as a scenario alien to the armed conflict, but must be assumed as a utopia that should allow spaces for intervention in contexts of high social conflict, to forge scenarios that allow contributions to be made according to geographical contexts and social issues for citizen education and conflict resolution. The school and especially teachers lack the appropriate training in political subjectivity and conflict resolution to develop an adequate reconciliation and memory within educational institutions, they do not know the voice of young people and their families in the process of building the agreements of coexistence, which generates a rejection on the part of them towards the norm. The promotion of dialogue and the recognition of the other as a valid actor in the mediation for the resolution of conflicts and citizen education in the current contexts of each educational community, where coexistence and the construction of harmonious relationships are a fundamental axis in education for peace, the ideal should be to think about how other structural elements such as equity, justice, participation and recognition come into play in these communities hit by violence for many decades. The results of this research are linked to particular schools whose geographic location is in the municipality of Paz de Ariporo in the department of Casanare, but which can be applied in other geographical areas of the national territory. The question remains open, if it is possible to transform citizenship training in schools in conflict zones in the short and medium term, in order to prevent social and political violence with the processes of teacher training, current social, economic and political dynamics.