Voces de transforman: maestros y narrativas del conflicto armado en Colombia

Abstract

This study, grounded in a qualitative narrative-hermeneutic approach, examines the voices of 18 teachers from 7 departments and 9 municipalities in Colombia to understand how they make sense of the armed conflict and what pedagogical keys they offer for repair and social transformation. Organized around three axes—armed conflict; the teacher as a social and political subject; and narratives to remember and repair—the analysis portrays the school as an ethical and emotional refuge; the teacher as a community mediator and political actor who turns fear into care; and storytelling as a practice of memory that dignifies, complements, and at times contests official history. Findings describe micro-agreements and everyday protocols to protect life, silent forms of leadership, and classroom strategies that move from origin to projection. The practical contribution is articulated as a pedagogy of care and hope, with principles of do-no-harm, dignity and voice, territorial relevance, and co-authorship; practical routes (purposeful pacts, narrative sequences, ethical assessment); and institutional conditions to sustain them. Taken together, teachers’ narratives restore humanity to the country’s recent memory and offer transferable criteria for making the school a territory of peace.