Una maestra en San Vicente del Caguán: aportes para la comprensión de realidades de la educación rural en zonas de pos-conflicto

Abstract

This research constitutes an autoethnographic study conducted by a practicing teacher in San Vicente del Caguán, Caquetá, an area characterized by its social and political complexity. The aim is to challenge entrenched stereotypes about this municipality and contribute to a more precise and hopeful vision of its community. In this context, the thesis focuses on exploring the learning experiences of a teacher working in a rural school in the Alto Palermo area, with the purpose of building educational alternatives for peace in a post-conflict environment. It adopts a methodological approach inspired by Jorge Larrosa's perspective, which emphasizes the importance of experience and narrative in the process of knowledge acquisition. This methodology enables understanding reality from the researcher's perspective, acknowledging the subjectivity and uniqueness of their experience. In summary, this narrative study seeks to contribute to the understanding of the realities of peace education in post-conflict areas through the teacher's lived experiences and reflections on the ground.