Pedagogía para la paz territorial. Geopolítica de las emociones en tramas narrativas de maestros y maestras

Abstract

The school has been one of the settings most impacted by the armed conflict in Colombia, but also one of the most silenced in the face of it. This silencing takes shape in the fear and latent threats produced by the opposing actors on educational agents, especially in rural areas historically co-opted by violence. In this framework, the purpose of this study was to recover the voices and testimonies of teachers from four departments of the country impacted by the armed conflict: Chocó, Caquetá, Huila and Cundinamarca. More clearly, the objective was to analyze the role that emotions have as motives for devaluation (altericide) or cultivation of the human (care practices), in the construction or weakening of peace education processes in these territories. Thus, this book sought to identify the way in which teachers can turn their experiences into drivers of agency, recognizing in moral and political emotions sources of understanding about the importance of building an education for peace.