Narrativas epistolares y subjetividad política en estudiantes de grado undécimo del colegio I.E.D. La amistad. investigación-acción en el aula

Abstract

This research examines how an epistolary exchange between eleventh-grade students and former combatants who signed the Peace Agreement can foster processes of political subjectivation within the framework of political formation in school. The study was conducted at Colegio I.E.D. La Amistad (Bogotá, Kennedy district) with ten secondary school students and ten peace agreement signatories affiliated with the Comunes party. The methodological approach is qualitative-critical with a hermeneutic perspective, framed within classroom action research. The pedagogical design was structured in three articulated stages: a social cartography of the armed conflict, the epistolary exchange itself, and a reflective closing questionnaire answered in audio format. Data were analyzed using analytical matrices based primarily on Critical Discourse Analysis (van Dijk) and a multiple triangulation strategy integrating sources, instruments, and temporal moments. Findings show that the epistolary device generated significant subjective and discursive shifts in students: a more structural and multi-causal understanding of the armed conflict, the transformation of prejudices toward former combatants, the construction of ethical commitments oriented toward non-recurrence, and a critical appreciation of the classroom as a space for political formation. The research concludes that the epistolary exchange, as a pedagogical device situated in the Colombian post-agreement context, constitutes a relevant and replicable strategy for fostering the formation of political subjectivities in Colombian secondary education.