Elementos conceptuales para la gestión del currículo educativo en la formación de cultura de pazuna propuesta a partir de la comprensión de prácticas sociales significativas

Abstract

Historically, Colombian territory has been marked by various internal and structural wars, leading to the normalization of armed conflict and violence among the population. For over 60 years, the war between the State and guerrillas, the presence of paramilitaries, drug trafficking, and active criminal gangs have led to atrocious consequences associated with the internal conflict, such as forced displacement and recruitment, kidnapping and massacres, among other victimizing acts that violate the dignity and human rights of Colombians. In September 2016, with the signing of the peace agreement between the Colombian government and the FARC guerrilla, the importance of building a culture of peace in Colombia was strengthened, in which all actors and social organizations committed to the consolidation of peace as a fundamental principle and right in our country. In this scenario, education for present and future generations must be structured to strengthen a culture that promotes peace, harmonious coexistence, conflict resolution, and nonviolence. With the purpose of contributing to the reflections that can be made from education and the curriculum in terms of building a culture of peace, the main objective of this doctoral thesis was to understand the significant social practices of peace culture formation in the city of Cúcuta- Colombia, in order to propose conceptual elements for the management of the educational curriculum in peace culture formation. For this, and in coherence with the nature of the object of study, the research was based on the historical-hermeneutic paradigm, adopting a qualitative approach and a phenomenological design, which was supported in the first stage by a documentary study whose objective was to conceptualize the category of peace culture. To fulfill this purpose, a documentary sample of 50 documentary sources was approached, composed of 44 articles, 4 public policies, and 2 international reports associated with peace culture. For the second stage (phenomenological study), it was necessary to identify, through the snowball sample, social practices that form in peace culture in the city of Cúcuta. The foundations identified with social practices and linked to the study were: the Horizonte de Juventud Foundation, the Red Mujeres del Catatumbo Foundation, and the Creciendo Unidos Foundation. In general, the participating subjects were composed of the leader of each foundation and a focus group of each. For the collection of information, techniques of interview, focus group, and a documentary analysis matrix were used, applied as follows: two semi-structured interviews were applied to the leaders and focus groups composed of foundation members, which were subjected to the validation process by expert judgment. The first interview sought to describe the social practices as significant in the construction of peace culture; the second interview sought to reveal the social imaginaries that the participating subjects had about peace culture. Thus, the proposal of conceptual elements for the management of the educational curriculum in peace culture formation is drawn from the findings of both the documentary review and the understanding of the significant social practices The information collected related to the documentary review and the peace culture category was treated using the categorical analysis technique and the hermeneutic circle, which allowed for a comprehensive interpretation of the data, leading to the formulation of the proposal of conceptual elements for the management of the educational curriculum in peace culture formation.