Maestría en Educación para la Paz
URI permanente para esta colecciónhttp://hdl.handle.net/11349/22539
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Ítem La ONU como garante en la implementación de los mecanismos de verificación del proceso de paz (2016-2022)(Universidad Distrital Francisco José de Caldas) Roa Ladino , Juan Camilo; Garzón Chirivi , Omar Alberto; Garzón Chirivi Omar Alberto [0000-0001-8476-6801]This research is carried out within the framework of the Master's Program in Peace Education at the Francisco José de Caldas District University. It critically analyzes the role of the United Nations (UN) as a guarantor in the implementation of the Peace Agreement (2016-2022). This thesis investigates how the Verification Mission exercised its mandate and what lessons have been learned for Peace Education, through objectives that seek to analyze its reports, characterize their impact, and draw pedagogical lessons. It is based on a qualitative documentary analysis methodology, which allows for the examination and evaluation of UN quarterly reports, as well as other official documents triangulated with the theoretical framework of peace studies and the documents and reports of organizations dedicated to these academic productions. In tracing the findings, the analysis of the UN as a guarantor promoting a specific peace project—the liberal peace—stands out, creating a pedagogical gap, since it lacks the mandate to measure and monitor the fundamental transformation of the factors of structural and cultural violence that have perpetuated the conflict and impeded progress toward sustainable peace. Thus, the fundamental contribution of this thesis to peace studies is precisely the deconstruction of this guarantee model through its analysis and the proposal of an approach with pedagogical guarantees in order to integrate the culture of peace as a verifiable pillar.Ítem Bëtsknaté el día grande del perdón en la comunidad indígena Caméntsá del alto Putumayo aportes desde el pensamiento y la cultura indígena a la educación para la paz en Colombia(Universidad Distrital Francisco José de Caldas) Prada Sánchez, María Camila; Garzón Chiriví, Omar Alberto; Garzón Chiriví, Omar Alberto [0000-0001-8476-6801]Peace education has become an ethical obligation and a social necessity for government and society. through the different studies on peace and conflict, it is considered that peace education should be articulated from a much broader dimension and transcend the school setting., this education should include study, research and the resolution of conflicts by peaceful means. This work is a product of the study of the symbolic elements in the celebration of the ‘Día Grande by the caméntsá indigenous community in the Sibundoy Valley in Putumayo because it has elements that allow us to identify community actions in order to propose, from other forms of thought ‘other’ the education for peace in Colombia and the design of peace chairs from the indigenous cosmovision. The indigenous system of thought brings elements that, from their own way of thinking, acting, living and interpreting reality and life, have established their own processes of conflict resolution. In the indigenous system of thought, justice does not seek to restore the transgressor through punishment, but through forgiveness, the reestablishment of relationships and the importance of harmonisation with oneself, with others and with nature, this way of thinking seeks to learn to approach human conflicts in a positive way, which avoids violent expressions in conflicts.Ítem Educación para la paz y régimen visual de la protesta social en Colombia: el paro cívico de 1977 (S.XX) y el estallido social del 2019-2021 (S.XXI)(Universidad Distrital Francisco José de Caldas) Martínez García, Julianna Sofía; Garzón Chiriví, Omar Alberto; Garzón Chiriví, Omar Alberto [0000-0001-8476-6801]This research work analyzes the visual regimes of social protest in Colombia, contrasting the Civic Strike of 1977 and the Estallido Social of 2019-2021 from Visual Studies. The research seeks to open a reflection for Peace Education through the analysis of the images of these events. The methodology is based on the analysis of photographs from the Revista Alternativa, murals from the M9S collective for the Estallido Social, considering the cultural, social and political context of each moment. Theoretical concepts such as social protest, political crowds, image, photography and visual regimes are explored. The study reveals differences in visual regimes: Revista Alternativa showed an active and organized crowd in the public space, while the hegemonic regime during the Estallido, overexposed the protesters by associating them with vandalism and also recognizes the construction of a new visual regime in the political dissident art of the murals that challenged the official regime, denounced police violence and demanded memory. Finally, the thesis proposes a critical pedagogy of the image for Peace Education, promoting the questioning of hegemonic visual regimes and the emancipation of the gaze.Ítem La familia espacio en construcción de cultura de pazSanchez Lombana, Deissy Yamile; Amador, Juan Carlos; Amador, Juan Carlos [0000-0002-5575-1755]This thesis investigates the crucial role of the family in building a culture of peace, focusing on emotional ties as fundamental elements. Through a qualitative and participatory approach, attachment styles (secure, anxious-ambivalent, avoidant and disorganized) within families and their impact on family and social dynamics were explored. The research was based on a theoretical framework that integrates concepts of peace culture, peace education and attachment theory, highlighting how these elements interact to influence the formation of individuals capable of managing conflicts constructively. The results revealed that securely attached families tend to foster more cooperative and peaceful relationships, while insecure attachment styles are associated with greater difficulties in conflict resolution. Through pedagogical workshops and discussion groups, critical reflection and the exchange of experiences were promoted, highlighting the importance of dialogue and empathy in promoting peace practices within the home. It is concluded that strengthening emotional ties and promoting conflict resolution skills from an early age are effective strategies to cultivate a culture of peace in families and, therefore, in society as a whole.Ítem Sonoridades reparadoras : aportes desde la co-creación en la construcción de paz(Universidad Distrital Francisco José de Caldas) Calderón Alba, Óscar Octavio; Casas Heredia, Miguel Felipe; Quintero Mejía, Marieta; Quintero Mejía, Marieta [0000-0002-8001-4511]This research seeks to interpret the contributions of sound narratives in symbolic reparation within restorative justice processes, with special emphasis on enforced disappearance. Colombia is a land of contrasts, where natural beauty coexists with a history marked by violence and the internal armed conflict. Only in recent years, between agreements, laws and new institutions, have the harsh realities of war become visible and given a central role to the victims in the construction of memory and truth. The Works, Acts and Activities with Reparative and Restorative Content (TOAR) have served as spaces for restorative justice. In particular, the TOAR of Ciudad Bolivar 2023 brought together members of the Public Forces involved in the Macro Caso 03, Murders and forced disappearances presented as combat casualties by State agents, victims from various regions of the country and state entities such as La Alta Consejería de Paz, Víctimas y Reconciliación (High Counselor's Office for Peace, Victims and Reconciliation). This process is part of a policy of restorative justice that seeks to overcome the dehumanization of the conflict and give voice to those who have been historically silenced. The sound narratives co-created in these spaces have been fundamental for symbolic reparation. Through rural and urban sounds, responsorial chants, clay work, muralism and handmade luthería, victims and participants have found ways to express their memories and realities. These artistic practices have allowed the communication of the unspeakable, facilitating individual and collective healing processes. Beyond the artistic result, the emphasis has been on the creative process, where the exchange of words and the building of trust have been key elements. The sound narratives co-created in these spaces have been fundamental for symbolic reparation. Through rural and urban sounds, responsorial chants, clay work, muralism and handmade luthería, victims and participants have found ways to express their memories and realities. These artistic practices have allowed the communication of the unspeakable, facilitating individual and collective healing processes. Beyond the artistic result, the emphasis has been on the creative process, where the exchange of words and the building of trust have been key elements. This research compiles experiences of the TOAR of 2023 in Ciudad Bolivar to show how the co-creation of sound narratives is a powerful tool for symbolic reparation, as it allows victims to re-signify their experiences and build new collective memories.Ítem Co-Crear: diálogos de escucha reparadora a través de rituales de arte y sanación para la justicia restaurativa(Universidad Distrital Francisco José de Caldas) Coral Velásquez, Laura Antonia; Preciado Prada, Yily Alejandra; Quintero Mejía, Marieta; Coral Velásquez, Laura Antonia [0000-0002-6771-6404]; Preciado Prada, Yily Alejandra [0009-0005-4081-1275]; Quintero Mejía, Marieta [0000-0002-8001-4511]Co-Create: Dialogues of restorative listening through art and healing rituals for Restorative Justice, is a research that sought to interpret the contributions in restorative justice of restorative listening and healing dialogues in co-creation rituals. To understand the role of art and spaces of co-creation in improbable dialogues and experiences of listening and reparation among victims of the armed conflict of Ciudad Bolivar, Bogota, and the participants, typified in the macro-case 003, murders and forced disappearances presented as casualties in combat by state agents before the JEP (Special Justice for Peace) as a contribution to Restorative Justice.Ítem El cuerpo como un territorio para la paz : corporalidad y performatividad desde el arte en la restauración(Universidad Distrital Francisco José de Caldas) Restrepo Álvarez, Salomé; Amador Baquiro, Juan Carlos; Amador Baquiro Juan Carlos [0000-0002-5575-1755]The purpose of this project is to analyze the concepts of corporeality and performativity in restoration mediated by art. The contexts of two territories addressed in the macro-project Narratives of truth, memory and restorative justice for the construction of peace with an intersectional gender perspective, developed in Ciudad Bolívar, Bogotá, and Mesetas and Vista Hermosa, Meta, were explored by implementing activities from the “Art and territory” initiative. In this document you will find the theory that supports this research from the visual, narrative and practical exploration in contrast with the sessions developed with victims, participants, peace signatories and civil society. The approach of this project was participatory and visual, framed in a context of qualitative research, which allowed the emergence of symbolic actions that connected the territory and the body as a means for peace building. In the process, in Bogota, victims, participants in Case 03 of the JEP who belonged to the security forces, peace signatories and members of civil society/community participated with the support of the High Counselor's Office for Peace of Bogota and the Special Jurisdiction for Peace (JEP). In Meta, the IPS Llano Salud, peace signatories and civil society participated. With the mediation of students and teachers from the Universidad Distrital, artistic actions were developed and a dialogue acted as a mediator, facilitating the approach to restorative justice and promoting dialogue between the parties involved.Ítem Reparación simbólica, experiencias de participación para la reconciliación en el caso el club el Nogal, BogotáLugo Gonzaléz, Oriana; Amador, Juan Carlos; Amador, Juan Carlos [0000-0002-5575-1755]The objective of this research is to understand the process of symbolic reparation in the case of the victims of the attack on the El Nogal Club, analyzing interviews with two ex-combatants of the extinct FARC-EP and a victim of this attack. For this exercise, a process of analysis of the processes of symbolic reparation at the international, regional and national scales was carried out, highlighting relevant aspects of each of the documented peace processes. Subsequently, a review was carried out around the theories of symbolic reparation to determine the main elements of analysis around the experience of participation by the victim-victimizer parties.Ítem Para sobrevivir cuento historias: microrrelatos escritos por jóvenes habitante de calleLópez Santamaría , Paola Andrea; Díaz Soler, Carlos Jilmar; Diaz Soler, Carlos Jilmar [0000-0003-0944-3046]This paper analyzes what we have termed "micro-stories" written by young street inhabitants in creative writing workshops at IDIPRON, exploring how these narratives reflect young people's ability to reinterpret and transform their environment. These narratives reveal their ability to reinterpret and construct their reality within a complex urban context, contributing to a deeper understanding of their dynamics. By challenging prevailing views on street habitation, they highlight their active role in constructing their world. Furthermore, these narratives allow for reflections on peace pedagogies that may be beneficial for professionals intervening with this population.Ítem Sumak Kawsay: una propuesta pedagógica para una educación para la paz desde la ética del buen vivirPulido Rodríguez, Jasbleidy; Cristancho Altuzarra, José Gabriel; Cristancho Altuzarra, José Gabriel [0000-0003-4288-4361]This research is a pedagogical proposal carried out at the Ángela Restrepo Moreno IED School with tenth grade students from the town of Ciudad Bolívar. It focuses on the principles of good living or Sumak Kawsay, promoting the recognition of the ancestral Andean worldview in the daily lives of young people. It was a pedagogical project carried out during 2021-2022, in the context of teaching social sciences, in line with the Master's Degree in Education for Peace at the Francisco José de Caldas District University. Proposals on Sumak Kawsay in school environments were reviewed and concepts such as spirituality, community life, and the healing of territories were explored.Ítem Narrativas de maestros en escuelas normales superiores: aportes sobre la formación docente en relación con la educación para la paz(Universidad Distrital Francisco José de Caldas) Esparza Tafur, Albert Leonardo; Cortés Salcedo, Ruth Amanda; Cortes Salcedo, Ruth Amanda [0000-0002-9555-9194]The research project aims to understand the meaning of the pedagogical practices of the teachers of the Higher Normal Schools assigned to the complementary training program on the teacher training in relation to peace education based on their narratives. In order to carry out the foregoing, the research has been organized into six linked parts, starting with the problematization of the object of study. Subsequently, the state of the art is configured from the review of specialized literature on the research trends carried out in the Higher Normal Schools between the years 2018 to 2023. The third part has addressed the category of peace education in greater depth, allowing the epistemic, theoretical and conceptual references to be collected. The fourth moment has to do with the methodological development of the research oriented under a hermeneutic qualitative methodology with a narrative approach using as an data collection technique the conduct of interviews with three teachers assigned to the complementary training program of Higher Normal Schools. During the fifth part, the results obtained were analyzed from the interconnection between the specific objectives that guide the research, taking as reference the Hermeneutic Narrative Research Proposal (HNRP) referenced by Quintero (2018). In the last part, as a conclusion, the scope of the general objective is realized in relation to the findings obtained together with the theoretical and conceptual references proposed.Ítem ¿Perdonar? cuando lo han quitado todo. Un acercamiento al concepto de perdón, a partir de relatos de desplazamiento forzado(Universidad Distrital Francisco José de Caldas) Torres Chávez, María Angelica; Ferrer Franco, Yury de JesúsThe present proposal aims to generate spaces for reflection, understanding and appropriation of meanings in the face of forgiveness in the scourge of forced displacement as a consequence of the Colombian armed conflict, with the eighth grade students of the Nicolás Gómez Dávila district educational institution, as a class dynamic in District school institution, from the narratives contemplated in the literary work “Desterrados” of the writer and journalist Alfredo Molano and the booklet “Diez propuestas para el estudio de la historia reciente de Colombia con énfasis en el conflicto armado” of the Comisión para el Esclarecimiento de la Verdad, la Convivencia y la No Repetición. At first, the need to address the peace process in the school institution was thought, one of the latent concerns of today with the peace teaching regulations in the country's schools, but in the arduous work of thinking about how to address the issue , the connection between the curriculum and current social dynamics arises: in eighth grade, whose population is the participant in this research, Colombian literature is worked on, a perfect justification to develop the proposal, in the mechanics of working on literature within the classroom, It is evident to propose works that are related to the topic to be addressed, that is where the work of Alfredo Molano intervenes as testimonial evidence of one of the aspects of the armed conflict in Colombia, which shows the result of the concept of forgiveness in collective construction of the group with whom this research is being worked. As theoretical references, Alfredo Molano is taken in the background, in the pedagogical component Alfonso Cárdenas Páez and Alejandro Castillejo, in the theoretical component to Galtung and Wiesenthal, Una nación desplazada: informe nacional del desplazamiento forzado en Colombia, of Centro Nacional de Memoria Histórica and of course the document of the Comisión para el esclarecimiento de la verdad, la convivencia y la no repetición. “Hacia la paz territorial”. En: Hay futuro si hay verdad. among others.Ítem Colombia y su conflicto armado. un análisis a dos informes: “basta ya: Colombia memorias de guerra y dignidad” y “hay futuro si hay verdad” (2012 - 2022)(Universidad Distrital Francisco José de Caldas) Castro Forero, Andrea Katherine; Diaz Soler, Carlos Jilmar; Diaz Soler, Carlos Jilmar [0000-0003-0944-3046]Colombia's recent history has been marked by a prolonged armed conflict, leaving deep scars on the social, economic, and political fabric of the country, not to mention the psychological effects, generating an intense need to understand its dynamics. In this context, the task of analyzing and understanding the dimensions of violence in Colombia has become a priority for different sectors of society, including academics, lawmakers, victims, and their families. To address this need, the Colombian state has organized several investigative commissions to explore the causes and consequences of the prolonged internal conflict and propose actions for its overcoming. This study focuses on analyzing two reports produced by government commissions: "Basta Ya. Colombia: Memorias de Guerra y Dignidad" produced by the Grupo de Mmemoria Histórica (GMH) in 2012, and "Hay Futuro si Hay Verdad" produced by the Comisión de Esclarecimiento de la Verdad y la No Repetición (CEV) in 2022. These documents represent attempts to document and propose ways to understand the multiple facets of violence that have ravaged the country, being products of a national effort to confront and discuss the history of violence in Colombia, making them primary sources to understand how the state and some sectors of society interpret the internal armed conflict. This investigative effort analyzes how these reports present their discussion on violence in the first decade of the XXI century, examining the historical contexts in which their discourses were produced, the analytical frameworks employed by researchers, and the methodological characteristics of each report.Ítem Imaginarios de niños y niñas como sujetos de derecho en la comunidad educativa(Universidad Distrital Francisco José de Caldas) Alfonso Sabogal , Yisel Mayerly; Ferrer Franco , Yury de JesúsThis research arises from the interest of recognizing the imaginaries of the educational community of boys and girls as subjects of law, for this objective a dialogue was established in three ways: boys and girls, parents and teachers, in order to establish imaginaries from each of the members that make it up and impact this community. The voices of boys and girls from the third grade of primary school were privileged, whose interpretation is sought if they are recognized as subjects of rights. On the other hand, listening to parents of this same grade allowed us to understand the place they gave their children in the home and its projection in places of socialization, to complement the interaction, primary teachers are called, who through their speeches allowed us to determine the role of boys and girls in school. Establishing educational action research as a methodology and as a tool, the workshop established the schedule that allowed the collection of information from the imaginations of the different actors of the educational community in order to recognize from each member the perspective of boys and girls as subjects of rights.Ítem Derechos de la niñez: aportes de la educación artística para la construcción de pazSalazar Rivas, Lady Constanza; Quintero Mejía, Marieta; Quintero Mejía, Marieta [0000-0002-8001-4511]This document dives into the crucial analysis of the role of arts education in promoting children's rights and building peaceful environments. The research is situated in the global context, where violence persists, highlighting the imperative need to understand and enhance the transformative capacity of artistic education in the comprehensive education of children. The methodology adopted is qualitative, allowing a detailed exploration of children's experiences and perceptions in artistic activities and their connection with the development of a culture of peace. The research results emphasize the intrinsic importance of knowing children's rights and highlight artistic education as a beacon that illuminates the essential facets of said rights.Ítem Emociones políticas: un camino hacia la construcción de una cultura de paz desde los jóvenes(Universidad Distrital Francisco José de Caldás) Moreno Leguizamón, Jeisson Alejandro; Amador Baquiro, Juan Carlos; Amador Baquiro, Juan Carlos [0000-0002-5575-1755]Abstract This research work seeks to analyze the predominant political emotions in young people belonging to the Generación V más collective and their possible contributions to the construction of a culture of peace. This collective carries out pedagogical volunteer actions in relation to the legacy of truth in the Colombian territory. In this case, four members of Generación V más Bogotá participate. To achieve the objective, multimodal content analysis techniques and semi-structured interviews were used as tools belonging to the qualitative approach. The results reveal that the young people of Generación V más mainly experience emotions such as hope, sympathy and love, which reinforce their commitment to the construction of a more just and peaceful society. These findings suggest that young people's political emotions, far from being obstacles, can be avenues for social transformation and for strengthening a culture of peace based on dialogue, inclusion and collective action. In conclusion, this research highlights the importance of understanding and adequately channeling the political emotions of young people as a tool for advancing towards the construction of a more peaceful and democratic society.Ítem Memoria del pasado reciente y expresiones estetico comunicativas sobre la paz y la violencia en Colombia, en estudiantes de grado noveno de un colegio de Bogota(Universidad Distrital Francisco José de Caldas) Perdomo Garcia, Hector Andres; Amador Baquiro, Juan Carlos; Amador Baquiro, Juan Carlos [0000-0002-5575-1755]This research is takes place in a school located in the fourth district, Saint Cristóbal, in Bogota, Colombia, with ninth graders. The project sought to understand the students' perception of peace, conflict, and the memory of the recent past through their aesthetic communicative expressions. Likewise, this research sought to develop reflective educational practices through Action Research in the school. It was conducted through different narratives of the victims of the conflict and artistic creations of the students for understanding and reflection on the armed conflict in Colombia and constructing a peaceful society.Ítem Cultural English, una mediación para enseñar derechos a niños en territorio de post conflicto(Universidad Distrital Francisco José de Caldas) Ramirez Herrera , Juan Sebastian; Quintero Mejía, Marieta; Quintero Mejía, Marieta [0000-0002-8001-4511]This study describes the contributions of Research and Action on the teaching of English with communicative purposes "Cultural English" to promote participation, action and transformation of the experience of the rights of children living in post-conflict territories in Colombia. It is worth mentioning that the research is carried out with the support of the IN-JU Huellas Foundation, who facilitated the connection with children in territories in Casanare and Córdoba, and thus, the scenario for the action. Participatory Action Research (PAR) seeks to contribute to the empowerment of vulnerable groups, so that they decide and manage their own change. In this experience, it sought to contribute to that change, by proposing in this work the objective of promoting participation, action and transformation of the experience of rights in children in post-conflict contexts, based on the use of communicative mediations in English. Consequently, in order to achieve the objective, a review of the context of the departments of Casanare and Córdoba and the human rights violations that have taken place there was made. At the same time, an educational strategy was proposed, which included the creation of spaces for collaborative learning about human rights with children in territories where even today, after the peace agreement, they are still vulnerable to violations of their rights.Ítem Los manuales escolares y sus aportes en la educación para la paz(Universidad Distrital Francisco José de Caldas) Meneses Velazco, Oscar Uriel; Quintero Mejía, Marieta; Quintero Mejía Marieta [0000-0002-8001-4511]This work examines School Manuals as a source of information on Peace Education in the period from 1994 to 2022. Part of the 1991 Constitution and Education Law 115, which recognize peace as both a right and a duty. educational. The analysis covers several important milestones, such as citizen competencies, the Victims Law, the Peace Chair, the peace process and the “Embrace the Truth School” initiative.The study reveals that, although the various political and educational reforms have invested considerable effort in consolidating a proposal for peace education, the visible impact of these efforts has been limited. Although important progress has been made and a path to achieving peace has been outlined, it has not yet been possible to build a solid culture of peace.Ítem Concepciones de justicia social y paz en niños y niñas de la escuela popular Minuto de Dios, Cazucá. Estudio de caso para la construcción de educación para la paz(Universidad Distrital Francisco José de Caldas) García Acero, Diana Lucena; Garzón Chiriví, Omar Alberto; Garzón Chiriví, Omar Alberto [0000-0001-8476-6801]The present work is a reflective approach to the conceptions of social justice and peace as lived by the children of “Escuela Popular Minuto de Dios” located in Cazucá, Soacha, through the recognition of the child’s experience in key rights of which they are holders. This involves identifying the conditions of reality in which the children have grown up in contexts of vulnerability where the relational system to the adult world determines how life experience unfolds, and where the construction of subjectivity signifies the construction of reality. In this sense, children are positioned as fully developed political and social subjects capable of propositive agency within their contexts, placing their voices, eyes, and meanings in the interaction with their relational agents and oriented to think about possible futures different from the current and past histories. The research has a qualitative case study methodology, which centers around intersecting the experiences of boys and girls with the social worlds in which they live. The focus is placed on their relationships with adults, allowing them to visualize their voice and to see the potential that they deploy as social actors that not only interpret the social structures and processes around them but also have transformative agency for the construction of peace, which enables us to situate and understand childhood in the “Escuela Popular Minuto de Dios”.