Convivencia dialogante, una propuesta pedagógica de inclusión y permanencia para los niños, niñas y adolescentes desvinculados de los grupos armados al margen de la ley

Abstract

This thesis intends to determine to what extend the pedagogical strategy Dialogant Coexistence, impinges on the resignification of the social representations of adaptability and permanence, in the demobilized students that were members of armed groups outside the law, at the Colegio Nueva Constitución from the night shift during the years 2013 and 2014. The methodology use for data gathering is a qualitative research combined with a design for the action research; the techniques used in the fieldwork were participant observation, interview, questionnaries, and life history of the members of the group. Later, the students were made an association of words and a content analysis, which allowed evidencing the incidence of the pedagogical proposal. Finally, this research is divided in three chapters; the first chapter is an exposition of the state of the art and theoretical framework of the triad, Pedagogy, Didactics and Coexistence. The second chapter has the methodological framework, this argue about the processes of validity of the research and the third chapter contains the final considerations, resulting from the investigative process; In this part is important to point that of the students, they get in the educational institution without a referent and life expectancy, theirs learning processes reach illiteracy levels and after having implemented the pedagogical strategy Co-existence Dialogue were able to observe in all of them, the construction of social representations of inclusion and adequate coexistence.