Subjectivities, Reconciliation, and Rural Education in Peacebuilding in the Municipality of Fundación-Magdalena, Colombia
Article Sidebar
Main Article Content
The armed conflict on the Colombian Caribbean coast has profoundly affected the social fabric, family relationships, and the mental health of the communities that have been victims of the confrontation between armed actors vying for territorial control. These impacts on the civilian population have become more visible among children and young people, who suffer intergenerational trauma and the repetition of the dynamics of violence that were established in the minds in the imaginaries of their parents, relatives, and communities.
Objective: to carry out a reflective analysis on how the categories of subjectivity and reconciliation are articulated in the educational processes generated from rural education and how this contributes to the construction of peace in the municipality of Fundación-Magdalena. Method: This research was carried out from the Participatory Action Research with a qualitative approach.
Findings: Rural education has been decisive for the construction of subjectivities committed to peaceful relations, the transformation of family dynamics, the recognition of differences, and other aspects that are indispensable for reconciliation; as well as memory processes that seek to dignify victims and guaranteeing the right to full reparation. In this context, rural education is presented as a scenario where dynamics of binding socialization converge and allow the recognition of the emotionality of others, the importance of collective care, and respect for differences in the framework of pedagogical bets that tend to the construction of peace.
Arroyo-Ángulo, J. E. (2013). Impacto psicosocial del conflicto armado en tres familias víctimas de Buenaventura (Estudio de tres casos en Buenaventura) [Tesis de pregrado, Universidad del Valle Sede Pacífico]. Archivo digital. https://bibliotecadigital.univalle.edu.co/server/api/core/bitstreams/a58bdb0e-1943-4adb-b5e2-de790f1ca59e/content
Buitrago-Rojas, A. P., Yate-Yara, M. T., Cundumi-Díaz, M., y Yaya-Cuervo, R. L. (2020). La paz desde abajo: breve historia, impacto y participación de los movimientos sociales en Colombia. USTA ediciones. https://doi.org/10.15332/dt.inv.2020.00516 DOI: https://doi.org/10.15332/dt.inv.2020.00516
Comisión de la Verdad. (2022). Colombia adentro: relatos territoriales sobre el conflicto armado, Caribe (Tomo 11). https://www.comisiondelaverdad.co/colombia-adentro-1
De Oliveira-Figueiredo, G. (2015). Investigación Acción Participativa: una alternativa para la epistemología social en Latinoamérica. Revista de Investigación, 39(86), 271-290. https://ve.scielo.org/scielo.php?script=sci_abstract&pid=S1010-29142015000300014&lng=es&nrm=iso
Farfán-Moreno, W. (2022). Seguridad ampliacionista en el acuerdo de paz de Colombia (2016): seguridad humana, medio ambiente y paz territorial. Revista colombiana de Ciencias Sociales, 13(1). 298-324. https://doi.org/10.21501/22161201.3583 DOI: https://doi.org/10.21501/22161201.3583
Fernández-Cediel, M. C., y Bonilla-Baquero, C. B. (2020). Reconciliación en los entornos educativos colombianos. Revista de Ciencias Sociales, 26, 1-13. www.redalyc.org/journal/280/28064146004/28064146004.pdf
González-Rey, F. (2012). La subjetividad y su significación para el estudio de los procesos políticos: sujeto, sociedad y política. En C. Piedrahita-Echandía, A. Díaz-Gómez y P. Vommaro (Comps.), Subjetividades políticas: desafíos y debates latinoamericanos. (pp. 11-30). Universidad Distrital Francisco José de Caldas; Alcaldía Mayor de Bogotá; IDEP-CLACSO. http://biblioteca.clacso.edu.ar/clacso/coediciones/20130218032232/Subjetividadespoliticas.pdf
Hamui-Sutton, A., y Varela-Ruiz, M. (2013). La técnica de grupos focales. Investigación en Educación Médica, 2(5), 55-60. https://doi.org/10.1016/S2007-5057(13)72683-8 DOI: https://doi.org/10.1016/S2007-5057(13)72683-8
Molina-Ríos, J. A. (2021). Reproducción y circulación de la máxima enunciativa paz territorial en la educación rural. Enunciación, 26(1), 43-56. https://doi.org/10.14483/22486798.16577 DOI: https://doi.org/10.14483/22486798.16577
Montoya-De la Cruz, G., Valencia-Arcilla, L. C., Vargas-López, L. V., García-Palacio, J. D, Franco-Montoya, J. C., y Calderón-Serna, H. (2022). Ruralidad, educación rural e identidad profesional de maestras y maestros rurales. Praxis & Saber, 13(34). https://doi.org/10.19053/22160159.v13.n34.2022.13323 DOI: https://doi.org/10.19053/22160159.v13.n34.2022.13323
Mosquera-Mosquera, C. E., y Rodríguez-Lozano, M. N. (2020). Formar la subjetividad política para el posconflicto: una apuesta desde el proyecto educativo institucional en perspectiva filosófica y pedagógica. El Ágora USB, 21(1), 323-345. https://doi.org/10.21500/16578031.4520 DOI: https://doi.org/10.21500/16578031.4520
Rutas del conflicto. (2019). Masacre Santa Rosa de Lima 1996. https://rutasdelconflicto.com/masacres/santa-rosa-lima-1996#:~:text=El%2029%20de%20octubre%20de,a%20tres%20de%20sus%20integrantes
Veas, R. (2022). Trabajo en cooperativas y acción colectiva. La subjetividad política como herramienta analítica. Revista de Economía Pública, Social y Cooperativa, 105, 233-261. https://doi.org/10.7203/CIRIEC-E.105.21431 DOI: https://doi.org/10.7203/CIRIEC-E.105.21431
Downloads
Accepted 2024-02-15
Published 2024-01-01
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal agree to the following terms:
- Authors assign the patrimonial rights to the journal and to Universidad del Valle on accepted manuscripts, but may make any reuse they deem pertinent for professional, educational, academic or scientific reasons, in accordance with the terms of the license granted by the journal to all its articles.
The journal publishes articles under the Creative Commons BY-NC-SA 4.0 (Attribution-NonCommercial-ShareAlike 4.0 International) license.