Metodologías participativas para la visibilización de impactos psicosociales de la criminalidad estatal. Sistematización de experiencias desde el acercamiento al proceso de formación: escuelas de la memoria para la no repetición del movimiento nacional de víctimas de crímenes de Estado, capítulo Meta

Abstract

The text highlights the importance of making visible, from a pedagogical perspective, the psychosocial impacts resulting from state criminality in the Meta department, emphasizing their approach through Popular Education and the socio-affective framework within a specific educational setting: The Schools of Memory for Non-Repetition. This initiative, promoted by the National Movement of Victims of State Crimes (MOVICE) and the José Alvear Restrepo Lawyers’ Collective (CAJAR), serves as a space for reflection on lived experiences, aiming to re-signify and reconstruct the social fabric affected by the perpetuation of state criminality in Colombia, while strengthening political agency and the demand for rights. Thus, we emphasize that the epistemological foundation of this research lies in the idea that Popular Education—approached through a Socio-Affective Framework—serves as a theoretical foundation that promotes knowledge construction as a collective and participatory process, where participants actively build and transform their understanding. In this sense, addressing the psychosocial impacts of state criminality must begin with a critical problematization of reality, recognizing the power dynamics and social inequalities faced by victims of socio-political violence in the Meta department. This research is enriched by the voices and experiences of the participants, emphasizing that knowledge is constructed in a horizontal and inclusive manner. However, when reviewing the methodological sections—guided by the socio-affective approach—it is essential to consider the establishment of interpersonal relationships, the emotional context, and the significance of trust-based bonds that are built within educational and research processes. The integration of psychosocial dimensions into formative processes not only fosters a critical understanding of the context but also facilitates the development of tools for self-care, collective protection, and peacebuilding. This psychosocial approach acknowledges emotions and community relationships as key elements in overcoming the structural consequences of socio-political violence. Popular Education stands out as a strategy for transforming experiences of victimization into collective action, enabling participating women to reframe their narratives, strengthen their political identity, and actively engage in the development of comprehensive reparation measures.