El programa de educación para la paz como estrategia pedagógica orientada al fortalecimiento del desarrollo personal en estudiantes de grado 11

Abstract

This study aimed to implement and evaluate the Peace Education Program (PEP) with 11thgrade students at Manuel Elkin Patarroyo School in Bogotá as a pedagogical strategy to strengthen self-awareness, personal reflection, and the development of inner values that contribute to individual well-being and more peaceful school coexistence. The research was conducted as an internship using a mixed-methods approach with a qualitative emphasis. Data were collected through participant observation, analysis of students' written reflections, pre- and post-program surveys, and records of the educational activities carried out during seven sessions. During the implementation, the original methodology of the program was adapted by incorporating participatory strategies that better responded to the characteristics and interests of the students, increasing their engagement throughout the process. The findings revealed improvements in students' recognition of inner resources such as inner peace, hope, dignity, appreciation, and inner strength. Likewise, the comparative analysis of the surveys showed positive changes in participants' perceptions, consistent with the qualitative evidence gathered during the intervention.The study concludes that the Peace Education Program is a valuable pedagogical strategy for promoting personal development in school settings and that adapting the pedagogical mediation enhanced students' participation and the meaningful appropriation of the program's content.