Narrativas digitales sobre perspectiva de género como estrategia pedagógica para desnaturalizar las tradición patriarcal y machistas que afectan la convivencia escolar en los estudiantes de octavo grado de la Institución Educativa Jesús Antonio Ramírez, en el Municipio de La Esperanza, Norte de Santander

Abstract

This case study is situated in a rural area of Catatumbo, historically marked by armed conflict, forced displacement, and patriarchal traditions. In this context, the selection of this case stems from the urgent socio-educational need to intervene in a scenario where human rights are perceived by adolescents as abstract concepts, disconnected from their daily experiences, and where traditional pedagogy fails to deconstruct the microstructures of power that limit peaceful, democratic, and egalitarian coexistence. Therefore, the study aimed to promote reflection on gender perspectives through the use of digital narratives as a pedagogical strategy to challenge the patriarchal traditions that affect coexistence among eighth-grade students at the Jesús Antonio Ramírez Educational Institution in the municipality of La Esperanza, Norte de Santander. This descriptive-explanatory case study explores how digital narratives, mediated by the Storybook application, promote reflection on gender perspectives and the questioning of patriarchal traditions among 30 eighth-grade students. Framed within a socio-critical paradigm and using Lundy (2007) participation model (Space, Voice, Audience, Influence), an eight-week actionresearch cycle was implemented, integrating participant observation, digital creation journals, and the Circle of the Word as dialogic spaces. The findings demonstrate a shift from the naturalization of stereotypes and an abstract understanding of human rights toward situated critical agency. The students externalized symbolic violence through self-created digital narratives, thus overcoming patriarchal traditions through peer learning.