Narrativas de maestros y maestras de la concentración educativa “Don Quijote” – Caquetá sobre el conflicto armado: aportes a la pedagogía de la memoria del pasado reciente

Abstract

The present investigation seeks to reconstruct the memory of the recent past from the trade of the rural teacher of the Educational Institution "Don Quijote" of San José del Fragua, Caquetá. For this, it is located in the guerrilla incursion of the year 2001 from the human experience of teachers and the memory of the conflict in school contexts. Based on qualitative hermeneutic research with a narrative research design, three narrative interviews were selected and analyzed -through the proposed narrative strategy of hermeneutic narrative research (PINH) proposed by Quintero (2018); Subsequently, these were recreated by fourth grade students, their families and teachers from the same educational institution, who in a co-creation process generated a visual narrative. This process revealed the place of the rural school as a space of protection and care, the effects on the profession of rural teachers. Likewise, the importance of generating spaces for dialogue and reflection around what happened in the framework of the armed conflict is evident, in order to close the intergenerational gap of the events experienced. The educational community recognizes: i) The value of the memory of the recent past as an ethical-political imperative for non-repetition. ii) The potential of visual narrative to reach larger audiences. iii) The co-creation work as an opportunity to generate collective processes of dialogue and reflection. iii) And the development of creativity and imagination through artistic and aesthetic processes that allow the experience of war, placed in the public sphere from the human point of view and from the profession of the rural teacher.