Educar para transformar: el desafío de los colegios ante los estudiantes víctimas del conflicto armado colombiano

Abstract

The Colombian armed conflict has impacted the nation’s economic, social, and cultural dimensions, significantly affecting the population, particularly in adolescents. These lived experiences directly influence school environments, shaping the school climate and raising critical questions about educational inclusion. This paper analyzes the coexistence challenges faced by public educational institutions in Bogotá in addressing students who are victims of the armed conflict. Methodologically, a systematic literature review was conducted following the PRISMA protocol to identify, screen, and select relevant literature. Relevant studies were obtained across academic databases using a targeted search strategy and predefined inclusion and exclusion criteria, focused on recent research conducted in Bogotá’s school contexts. Out of sixty-six identified documents, six studies were selected for the final analysis corpus. The findings reveal that the primary coexistence challenges are related to socio-emotional impacts derived from experiences of violence, which adversely affect students’ behavior, social interactions, and academic performance. While teachers play a central role in support, mediation, and social transformation, institutional limitations persist in implementing these pedagogical practices. Additionally, gaps remain between public policies, school curricula, and actual educational practices, highlighting the need to strengthen institutional strategies oriented toward socio-emotional education, memory pedagogy, and peacebuilding. The study concludes that the school is a critical arena for social transformation, requiring contextualized educational practices that respond to the realities of students who are victims of the Colombian armed conflict to foster processes of coexistence, inclusion, and social reconstruction.