Prácticas pedagógicas desde el programa educapaz y la cátedra de paz para fortalecer la convivencia y la cultura de paz en la institución educativa Jorge Eliécer Gaitán, municipio de Ataco, Tolima, Territorio de Posacuerdo

Abstract

The armed conflict in Colombia has caused serious human rights violations. In 2016, the Government signed the Peace Agreement, but its implementation has been complex, given that problems arising from violence persist, which unequally affects some regions. Within the framework of the post-agreement, efforts have been made to implement what was agreed; in this context, the Planes de Desarrollo con Enfoque Territorial (PDET, by its initials in Spanish) have been relevant strategies to mitigate the effects of the war and rebuild the social fabric in the areas most affected by violence; one of them is the municipality of Ataco, south of Tolima. Another of the strategies created by the Government with the same orientation is the Chair of Peace, which highlights the transformative nature of education. Based on these premises, this study aimed to characterize the pedagogical practices of peace, to identify and promote effective strategies to consolidate peace scenarios specifically in the Jorge Eliécer Gaitán District Educational Institution. For this purpose, a qualitative study was designed, including the participation of teachers from the Jorge Eliécer Gaitán District Educational Institution, who took part in individual interviews and focus groups. Additionally, a documentary search was conducted. The results showed a diversity of pedagogical strategies, especially in three areas that teachers consider fundamental: student well-being, training spaces, and teaching and learning strategies. Moreover, structural, socio-political, and regulatory barriers that limit their implementation or continuity were identified. It was concluded that peace education requires institutional coordination and sustained pedagogical engagement.