Subjetividades y Resiliencia: Construcción de cultura de paz en jóvenes en riesgo que se encuentran por fuera del sistema educativo
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Fecha
2020
Autores
Ayos Figueroa, Nacira
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La dinámica social esta mediada por normativas que deben seguir los miembros de una comunidad con el ánimo que exista una buena convivencia a partir de las conductas y actividades del individuo o grupo de individuos dinámica que amerita un cambio paradigmático donde confluyan todos aquellos elementos constitutivos del entorno, así como los aspectos de la subjetividad del individuo que de una u otra forma permean la convivencia social. Por otro lado, se encuentran todas aquellas normativas gubernamentales creadas especialmente con el fin de proteger los derechos de los grupos poblacionales y muchas de las cuales están orientadas a la protección de grupos que requieren de especial atención; haciendo parte de este último grupo, los jóvenes en riesgo dadas sus condiciones de exclusión y desigualdad, que tal como Ballester y Figuera (2000) definen la exclusión social como “un proceso multicausal, caracterizado por situaciones o circunstancias concretas, originadas por el interaccionismo contextual, el cual provoca cierta vulnerabilidad social, produciéndose una incapacidad ajena para acceder a determinados recursos que permitirían la integración y la participación en la sociedad, convertido en ciudadano de derechos y obligaciones”. algunos de los cuales se encuentran por fuera del sistema educativo y no desarrollan actividad productiva alguna, siendo latente la posibilidad que hagan un mal uso de su tiempo libre sobre todo desarrollando actividades delictivas y generando ambientes violentos.
Si bien existen programas y estrategias gubernamentales cuyo objetivo es la disminución de la condición de riesgo de los jóvenes, la mayoría de las veces se construyen sobre lineamientos que determina el Estado representado en los entes territoriales y se evidencian en una asignación presupuestal y ejecución de programas ya sean de tipo correctivo muchas veces, como lo plantea Wright
(2014) “la coacción, las normas institucionales, la ideología y la alineación de intereses constituyen los mecanismos de reproducción más comunes en la sociedad” (p. 34) y algunas otras de tipo preventivo como actividades culturales, deportivas, campañas de salud y/o de formación o cualificación. Sin embargo, estas acciones no logran un verdadero impacto en los jóvenes del Barrio San Francisco; toda vez que su condición de riesgo prevalece y con ello las acciones violentas de algunos jóvenes, así como el mal uso del tiempo libre; pero ¿Cómo se puede promover la generación de una cultura de paz y la consolidación de proyectos de vida proactivos y creativos en los jóvenes en riesgo que se encuentran por fuera del sistema educativo, desde el diseño de estrategias educativas basadas en sus subjetividades y la revelación de sus capacidades resilientes?, ¿Cuáles son las subjetividades y capacidades resiliente de los jóvenes en riesgo que se encuentran por fuera del sistema educativo?, ¿Cuáles son las dimensiones de la condición humana en los jóvenes en riesgo que coadyuven a la definición y co- construcción de proyectos de vidas proactivos y creativos?, ¿Qué tipo de componentes se requieren para la construcción de un programa social - educativo que consolide proyectos de vida proactivos y una cultura de paz en jóvenes en riesgo que se encuentran por fuera del sistema educativo?
Dar respuesta a estos interrogantes constituyó el objetivo fundamental de la presente tesis doctoral; apoyada en un diálogo permanente entre las categorías de subjetividades, resiliencia y cultura de paz, alrededor del objeto de estudio representado en los jóvenes en riesgo del Barrio San Francisco de la ciudad de Cartagena de Indias.
El planteamiento inicial que ocupó la presente tesis doctoral fue el conjunto de elementos de la cotidianidad de los jóvenes en riesgo y el entendimiento de los diversos factores que inciden en la actitud algunas veces violenta de estos jóvenes, así mismo planteó el vacío existente en los programas de intervención tanto gubernamentales como no gubernamentales en la búsqueda de ambientes de convivencia pacífica en todos aquellos escenarios violentos donde los protagonistas son los jóvenes en condición de riesgo. Lo anterior, debido al choque existente entre la preconcepción a partir de la cual los distintos estamentos abordan las problemáticas que rodean esta población y las realidades representadas en la subjetividad de los jóvenes y en su entorno.
Desde el anterior escenario, la investigación contempló entender el estado de conciencia de los jóvenes en condición de riesgo con el fin de identificar cómo comprenden éstos su realidad, así como poder identificar las relaciones que establecen con los demás jóvenes, su familia, la comunidad en general y el Estado, representado este último por el distrito de Cartagena a través de las acciones que adelanta para minimizar el riesgo en la población joven de la ciudad y por último se buscó develar todos aquellos elementos simbólico culturales inherentes a su cotidianidad, estableciendo las dimensiones de su condición humana que coadyuvaran a la definición y co - construcción de proyectos de vida
proactivos y creativos que aportarán de manera significativa a la generación de un ambiente de paz.
The social dynamics is mediated by regulations that the members of a community must follow with the aim that there is a good coexistence based on the behaviors and activities of the individual or group of dynamic individuals that deserves a paradigmatic change where all those constituent elements of the environment converge , as well as the aspects of the individual's subjectivity that in one way or another permeate social coexistence. On the other hand, there are all those government regulations created especially in order to protect the rights of population groups and many of which are aimed at protecting groups that require special attention; making part of this last group, young people at risk given their conditions of exclusion and inequality, which, as Ballester and Figuera (2000) define social exclusion as “a multi-causal process, characterized by specific situations or circumstances, originated by contextual interactionism , which causes certain social vulnerability, producing an inability of others to access certain resources that would allow integration and participation in society, becoming a citizen of rights and obligations. some of whom are outside the educational system and do not develop any productive activity, with the latent possibility that they misuse their free time, especially by developing criminal activities and creating violent environments. Although there are government programs and strategies whose objective is to reduce the risk status of young people, most of the time they are built on guidelines determined by the State represented in the territorial entities and are evidenced in a budget allocation and execution of programs either of a corrective type many times, as Wright (2014) puts it, “coercion, institutional norms, ideology and the alignment of interests constitute the most common reproduction mechanisms in society” (p. 34) and some others of preventive type such as cultural activities, sports, health campaigns and / or training or qualification. However, these actions do not achieve a true impact on the youth of the San Francisco neighborhood; since their risk condition prevails and with it the violent actions of some young people, as well as the misuse of free time; But how can the generation of a culture of peace and the consolidation of proactive and creative life projects be promoted in young people at risk who are outside the educational system, from the design of educational strategies based on their subjectivities and the revelation of their resilient capacities? What are the subjectivities and resilient capacities of young people at risk who are outside the educational system? What are the dimensions of the human condition in young people at risk that contribute to the definition and co - Construction of proactive and creative life projects? What type of components are required for the construction of a social - educational program that consolidates proactive life projects and a culture of peace in at-risk youth who are outside the educational system ? Answering these questions was the main objective of this doctoral thesis; supported by a permanent dialogue between the categories of subjectivities, resilience and culture of peace, around the object of study represented in the youth at risk of the Barrio San Francisco of the city of Cartagena de Indias. The initial approach that the present doctoral thesis occupied was the set of elements of the daily life of young people at risk and the understanding of the various factors that affect the sometimes violent attitude of these young people, also raised the existing gap in the programs of intervention, both governmental and non-governmental, in the search for environments of peaceful coexistence in all those violent scenarios where the protagonists are young people at risk. The foregoing, due to the existing clash between the preconception from which the different levels address the problems that surround this population and the realities represented in the subjectivity of young people and in their environment. From the previous scenario, the research contemplated understanding the state of consciousness of young people at risk in order to identify how they understand their reality, as well as being able to identify the relationships they establish with other young people, their family, the community in general and the State, the latter represented by the district of Cartagena through the actions it carries out to minimize the risk in the young population of the city and finally it was sought to reveal all those cultural symbolic elements inherent in their daily life, establishing the dimensions of their human condition that will contribute to the definition and co - construction of proactive and creative life projects that will contribute significantly to the generation of an environment of peace.
The social dynamics is mediated by regulations that the members of a community must follow with the aim that there is a good coexistence based on the behaviors and activities of the individual or group of dynamic individuals that deserves a paradigmatic change where all those constituent elements of the environment converge , as well as the aspects of the individual's subjectivity that in one way or another permeate social coexistence. On the other hand, there are all those government regulations created especially in order to protect the rights of population groups and many of which are aimed at protecting groups that require special attention; making part of this last group, young people at risk given their conditions of exclusion and inequality, which, as Ballester and Figuera (2000) define social exclusion as “a multi-causal process, characterized by specific situations or circumstances, originated by contextual interactionism , which causes certain social vulnerability, producing an inability of others to access certain resources that would allow integration and participation in society, becoming a citizen of rights and obligations. some of whom are outside the educational system and do not develop any productive activity, with the latent possibility that they misuse their free time, especially by developing criminal activities and creating violent environments. Although there are government programs and strategies whose objective is to reduce the risk status of young people, most of the time they are built on guidelines determined by the State represented in the territorial entities and are evidenced in a budget allocation and execution of programs either of a corrective type many times, as Wright (2014) puts it, “coercion, institutional norms, ideology and the alignment of interests constitute the most common reproduction mechanisms in society” (p. 34) and some others of preventive type such as cultural activities, sports, health campaigns and / or training or qualification. However, these actions do not achieve a true impact on the youth of the San Francisco neighborhood; since their risk condition prevails and with it the violent actions of some young people, as well as the misuse of free time; But how can the generation of a culture of peace and the consolidation of proactive and creative life projects be promoted in young people at risk who are outside the educational system, from the design of educational strategies based on their subjectivities and the revelation of their resilient capacities? What are the subjectivities and resilient capacities of young people at risk who are outside the educational system? What are the dimensions of the human condition in young people at risk that contribute to the definition and co - Construction of proactive and creative life projects? What type of components are required for the construction of a social - educational program that consolidates proactive life projects and a culture of peace in at-risk youth who are outside the educational system ? Answering these questions was the main objective of this doctoral thesis; supported by a permanent dialogue between the categories of subjectivities, resilience and culture of peace, around the object of study represented in the youth at risk of the Barrio San Francisco of the city of Cartagena de Indias. The initial approach that the present doctoral thesis occupied was the set of elements of the daily life of young people at risk and the understanding of the various factors that affect the sometimes violent attitude of these young people, also raised the existing gap in the programs of intervention, both governmental and non-governmental, in the search for environments of peaceful coexistence in all those violent scenarios where the protagonists are young people at risk. The foregoing, due to the existing clash between the preconception from which the different levels address the problems that surround this population and the realities represented in the subjectivity of young people and in their environment. From the previous scenario, the research contemplated understanding the state of consciousness of young people at risk in order to identify how they understand their reality, as well as being able to identify the relationships they establish with other young people, their family, the community in general and the State, the latter represented by the district of Cartagena through the actions it carries out to minimize the risk in the young population of the city and finally it was sought to reveal all those cultural symbolic elements inherent in their daily life, establishing the dimensions of their human condition that will contribute to the definition and co - construction of proactive and creative life projects that will contribute significantly to the generation of an environment of peace.
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Palabras clave
Subjetividades, Resiliencia, Cultura de paz, Jóvenes en riesgo, Educación popular, Subjectivities, Resilience, Culture of Peace, Youth at Risk, Popular Education