Cátedra de la paz : políticas y prácticas pedagógicas en docentes de educación inicial en el colegio San José Norte IED

Abstract

The main objective of this research was to analyze how the Syllabus, curricular activities and pedagogical practices of childhood education (preschool) teachers incorporate the contents of the Cátedra de la Paz (by Ley 1732 of 2014), at San José Norte School IED (public school, known as District Educational Institution or IED for its Spanish abbreviation). In order to this, it was based on the interest and concern, by understanding the scope and tensions that have been generating from the childhood education - preschool level. Also, the implementation of the educational policy and its guidelines around the Cátedra de la Paz, including its possible incorporation into the children’s daily lives, where this research is focused on. Likewise, this study process contributes to the research cores led by “Infancias” research group from Universidad Distrital Francisco José de Caldas: “Niños y niñas de Bogotá: entre el deseo de la política y la realidad de las prácticas institucionales”, in the framework of the research internship modality. With a view to this, a qualitative study was conducted where two instruments were used to gather information: remotely individual interviews with five teachers and the analysis of some of the main institutional documents with which teachers of preschool level guide their practices. Results showed that there is a lack of knowledge about Cátedra de la Paz cores and the guiding documents proposed by Ministerio de Educación Nacional, therefore.These teachers don’t guide their pedagogical practices from the educational policy guidelines of that specific Cátedra due to the lack of accompanying and clear institutional guidelines, as well from the district including the national section support, considering that the School is not implementing formally or structurally this Cátedra, reasons being why tensions are generated. This show the discontinuity of public policy for the construction and strengthening of a peace culture in the midst of Colombian country situation that requires a reconstruction of society that starts from the recognition of the teacher's work, who cares and educate the early childhood development phase of them, and the children’s recognition as peacebuilders subjects who participated in the social reconstitution. Not only from an educational context, however from the different contexts where they resignify the world. This motivated us to provide a series of recommendations to strengthen the implementation of the Cátedra de Paz, considering the curriculum and pedagogical practices within the preschool level.