Una necesaria pedagogía crítica para la paz, en el desarrollo de una justicia transicional
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Fecha
2019
Autores
Vahos Arias, Yollmar Gildardo
Bautista Riaño, Yoel Antonio
Rolón Moreno, Leidy Katherine
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas Y Sociales
Facultad de Ciencias Jurídicas Y Sociales
Resumen
El presente artículo busca estudiar como en un ambiente de posconflicto en Colombia, es importante visionar el desarrollo de una pedagogía crítica para la paz en el marco de la implementación de los acuerdos de paz los acuerdos de paz llevados a cabo por el gobierno colombiano y la guerrilla de las FARC-EP. De esta manera se busca analizar la forma en que el pueblo colombiano ha sido formado para asumir los retos que implica la implementación de una justicia transicional. De este modo se hace un análisis de una tesis de grado de maestría en educación de la Universidad Simón Bolívar, la cual se dedicó a estudiar la forma en que los maestros del área de sociales enfrentan los retos de la formación de competencias sociales y ciudadanas en el contexto colombiano. La investigación se ubica en el paradigma histórico hermenéutico, enfoque cualitativo y diseño hermenéutico. Los resultados obtenidos evidencian que las prácticas pedagógicas de los maestros están alejadas de los propósitos fundamentales que una pedagogía crítica para la paz requiere para enfrentar los retos que una sociedad como la colombiana requiere.
Abstrac This article seeks to study how in a post-conflict environment in Colombia, it is important to see the development of a critical pedagogy for peace within the framework of the implementation of peace agreements, the peace agreements carried out by the Colombian government and the guerrilla of the FARC-EP. In this way, the aim is to analyze the way in which the Colombian people have been trained to assume the challenges that the implementation of a transitional justice implies. In this way, an analysis of a thesis of master's degree in education of the Simón Bolívar University is made, which was dedicated to study the way in which the teachers of the social area face the challenges of the formation of social and civic competences in the Colombian context. The research is located in the hermeneutical historical paradigm, qualitative approach and hermeneutical design. The results obtained show that the pedagogical practices of teachers are far from the fundamental purposes that a critical pedagogy for peace requires to face the challenges that a society like the Colombian one requires
Abstrac This article seeks to study how in a post-conflict environment in Colombia, it is important to see the development of a critical pedagogy for peace within the framework of the implementation of peace agreements, the peace agreements carried out by the Colombian government and the guerrilla of the FARC-EP. In this way, the aim is to analyze the way in which the Colombian people have been trained to assume the challenges that the implementation of a transitional justice implies. In this way, an analysis of a thesis of master's degree in education of the Simón Bolívar University is made, which was dedicated to study the way in which the teachers of the social area face the challenges of the formation of social and civic competences in the Colombian context. The research is located in the hermeneutical historical paradigm, qualitative approach and hermeneutical design. The results obtained show that the pedagogical practices of teachers are far from the fundamental purposes that a critical pedagogy for peace requires to face the challenges that a society like the Colombian one requires
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Palabras clave
Pedagogía crítica, Paz, Justicia transicional, Critical pedagogy, Peace, Transitional Justice