Estrategias pedagógicas desde las humanidades en ciclos de vida para la escuela

Abstract

In Colombia, childhood and adolescent development is shaped by dynamics that integrate cultural, socio-ethical, economic, and political factors, which systemically and complexly influence growth. In this context, poverty, daily mistreatment, and a lack of guidance for parents in life skills contribute to life cycles becoming a health problem that is increasingly visible in schools. The position being reinforced here is an invitation to break with the limiting notion of the humanities teacher as a mere transmitter of reading, writing, or the history of ideas. It is about recognizing the formative potential of the humanities as a field of knowledge, since these disciplines deal with what profoundly permeates human experience: language, meaning, identity, memory, and mortality. Education also involves accompaniment, offering language, and opening possibilities for understanding. Within this framework, the humanities teacher is not only a mediator of texts but also a mediator of meaning. Their work is not limited to explaining or leading group readings of works or theories, but rather involves creating spaces where students can encounter fundamental questions about their own existence. Questions that, although not always explicitly formulated in the classroom, are present in young people's everyday experiences: Who am I? What is the purpose of life? What does it mean to lose? How do we face death? This approach does not aim to offer definitive answers or direct students' beliefs. On the contrary, it is based on the conviction that the classroom can be a space where questioning is legitimate, where doubt has a place, and where reflection is built through dialogue. In this sense, the teacher does not impose meanings, but rather accompanies their construction, recognizing the plurality of experiences, beliefs, and contexts present in the classroom