Narrativas de maestros y maestras en contextos de post acuerdo de Colombia y Guatemala : el lugar de la educación

Abstract

This research aimed to investigate the place of education in post-conflict contexts in Colombia and Guatemala, based on teachers' narratives. To achieve this objective, a review of international studies, mainly from Africa and Latin America, was carried out. Additionally, to extend the field of analysis and understanding the categories established, the specific objectives sought to reveal the impact that the armed conflict had on schools and on pedagogical practices and to understand the actions of reconstruction of school life in contexts affected by the armed conflict that contribute to peace building. In this regard, the study was developed methodologically with a qualitative approach and a narrative design, which allow us to understand and account for the human experience of the subjects. Among the conclusions there are the effects that educational practices have had in armed conflicts, the forms of resistance and reconstruction of school life in these contexts and the relevance of consolidating a rural education system that responds to the conditions of each territory.