Fundamentación teórico-práctica de la educación para la construcción de una cultura de paz
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Fecha
2021
Autores
Cotes Sprockel, Gilberto Vicente
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La educación del siglo XXI está en una constante evolución en respuesta a los cambios vertiginosos de esta era postmoderna, alterando las diferentes áreas y niveles del sistema educativo en todas sus modalidades. Específicamente en lo que respecta a la cultura de paz, la educación para la paz y la convivencia, son impactadas de forma desfavorable por el número creciente de casos violentos en las instituciones educativas nacionales e internacionales. Así lo demuestran actualmente los informes en las entidades como la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (Unesco) y la Organización para la Cooperación y el Desarrollo Económico (OCDE), en los que se manejan estadísticas oficiales de numerosos casos de violencia donde se han visto involucrados estudiantes, profesores y directivos. Esta situación de violencia escolar definitivamente conlleva a enfocarlo como un problema global, infiriendo que la educación para la paz enfrenta grandes desafíos, entre ellos, transformar la violencia y lograr la construcción de una cultura de paz.
Específicamente, para la OCDE y la Unesco, Colombia es uno de los países reportado con mayor porcentaje de bullying en AL. En la región Costa Caribe Colombiana, en las escuelas rurales especialmente en la Guajira, en el municipio de Fonseca se presenta en la escuela rural de uno de los corregimientos más importantes como es el de Conejo, ya que están confrontando varias situaciones en forma conjunta, sobre todo por los farianos habituados a convivir con una cultura de la violencia y desvinculada de la educación. Objetivos de la investigación
Objetivo General:
Generar una propuesta educativa que transforme el conflicto en los complejos y violentos entornos escolares en renovados ambientes de convivencia no violenta mediante la reconstrucción de una educación para la paz positiva en educación básica y media.
Objetivos específicos
Descubrir con los docentes las manifestaciones directa y estructural en la convivencia escolar desde la perspectiva negativa del conflicto y de la educación para una cultura de paz negativa.
Caracterizar con los docentes el tratamiento de la violencia, el conflicto y la convivencia escolar que originan la praxis de una educación para la paz negativa basada en la cultura de la violencia.
Definir con el personal docente los fundamentos epistemológicos, teóricos y metodológicos de la propuesta educativa para una convivencia escolar basada en la educación para la cultura de paz positiva y no violenta.
Materiales y métodos
La presente es una Investigación cualitativa, sociocrítica basada en la metodología investigación acción educativa (IAE). Las principales técnicas empleadas para la recolección de la información fueron: las técnicas de análisis documental, entrevistas semiestructuradas, grupos de discusión y mesas de trabajo, que se aplicaron a los educadores de básica y media de colegios rurales.
Resultados de la investigación
Los resultados de la triangulación generaron cinco categorías emergentes y se descubrieron 41 topoi que han sido utilizados como los criterios de categorización que son compartidos por los profesores. Las categorizaciones de la violencia escolar tales como las agresiones físicas, verbales, psicológicas, en el aula y la falta de valores, son los comportamientos violentos que se evidencian en la escuela. La arquitectura de las interrelaciones muestra que pueden darse un mínimo de 10 asociaciones de conductas violentas en los escolares y educadores. Con base en esta realidad sobre el fenómeno de la violencia en las escuelas rurales, es apremiante ejecutar procedimientos que permitan liberar a los principales actores de la comunidad educativa de las significaciones restringidas de sus creencias en relación a la violencia, a las agresiones y al conflicto, estos dos últimos analizados como sinónimos de violencia, en el cual las relaciones sociales hostiles y a la defensiva son propias de una paz negativa. Las argumentaciones de (Jares, 2004) están relacionadas con el trabajo crítico de los docentes para contribuir que
la institución educativa progrese como un verdadero espacio de aprendizaje y convivencia.
El tratamiento de los profesores ante los actos violentos y el conflicto el cual arrojó 17 topoi. La categoría conflicto se produjo mediante dos topoi: la dimensión negativa y la positiva, de las cuales los hallazgos dan cuenta principalmente de la perspectiva negativa la cual se aplica mediante medidas sancionatorias, amenazantes y vergonzosas para el estudiante, y el conflicto como sinónimo de violencia.
De esta manera queda expuesto que han tratado de corregir la conducta de los escolares, apoyándose en las estrategias para confrontar la violencia con más violencia, mediante sanciones estrictas y punitivas que vulneran sus derechos como seres humanos y como estudiantes, por lo que se hace necesario una renovación del marco teórico y metodológico que religue la educación para la paz, la cultura de los valores de paz y el respeto de los derechos humanos fundamentales como garantes de una convivencia sin discriminación, sin desigualdad, positiva y no violenta.
Conclusiones
Los tipos de violencia directa y estructural y el conflicto escolar describen una convivencia escolar no pacífica y no normalizada, sin un manual de convivencia regulado, que no media entre las relaciones antagónicas y discordantes, que genera una praxis no pertinente e inefectiva. Por consiguiente, se trata de una convivencia en paz negativa, sin respeto por los derechos humanos, donde prevalece la intolerancia y la falta de valores, representando un modelo escolar tradicional de cultura de paz negativa, saturada de violencia directa y estructural.
Los proyectos educativos en ejecución, ni en la teoría ni en la práctica, logran abarcar las temáticas inherentes a la educación para la construcción de una cultura de paz, por lo que es urgente transformar la educación para la paz negativa, limitada por unas normas de convivencia sancionatorias, prohibitivas y excluyentes y un tratamiento negativo del conflicto informal y restringido.
Finalmente este entramado complejo de debilidades proyecta una educación para la paz no sistemática e ineficaz, y sin el respaldo de los principios epistemológicos, teóricos y metodológicos como las principales bases de un modelo de educación para la construcción de la cultura de paz positiva y compleja.
Education in the 21st century is constantly evolving in response to the dizzying changes of this postmodern era, altering the different areas and levels of the educational system in all its modalities. Specifically with regard to the culture of peace, education for peace and coexistence, the growing number of violent cases in national and international educational institutions negatively affects them. This is currently demonstrated by reports in entities such as the United Nations Educational, Scientific and Cultural Organization (Unesco) and the Organization for Economic Cooperation and Development (OECD), in which official statistics of numerous cases of violence where students, teachers and managers have been involved. This situation of school violence definitely leads to approach it as a global problem, inferring that education for peace faces great challenges, among them, transforming violence and achieving the construction of a culture of peace. Specifically, for the OECD and UNESCO, Colombia is one of the countries reported with the highest percentage of bullying in LA. In the Colombian Caribbean Coast region, in rural schools especially in La Guajira, in the municipality of Fonseca it is presented in the rural school of one of the most important townships such as Conejo, since they are confronting several situations together, above all by the farianos accustomed to living with a culture of violence and detached from education. Objective: General purpose: Generate an educational proposal that transforms the conflict in complex and violent school environments into renewed environments of non-violent coexistence through the reconstruction of an education for positive peace in basic and secondary education. Specific objectives Discover with teachers the direct and structural manifestations in school coexistence from the negative perspective of the conflict and education for a negative culture of peace. Characterize with teachers the treatment of violence, conflict and school coexistence that originate the praxis of a negative peace education based on the culture of violence. Define with the teaching staff the epistemological, theoretical and methodological foundations of the educational proposal for a school coexistence based on education for a culture of positive and non-violent peace. Materials and Methods: This is a qualitative, socio-critical research based on the educational action research methodology (IAE). The main techniques used to collect the information were documentary analysis techniques, semi-structured interviews, discussion groups and worktables, which applied to basic and middle school educators from rural schools. Results: The results of the triangulation generated five emerging categories and 41 topoi discovered that have been use as the categorization criteria that are shared by the teachers. The categorizations of school violence such as physical, verbal and psychological aggressions, in the classroom and the lack of values, are the violent behaviors that evidenced in school. The architecture of the interrelations shows that there can be a minimum of 10 associations of violent behavior in schoolchildren and educators. Based on this reality regarding the phenomenon of violence in rural schools, it is urgent to implement procedures that allow the main actors of the educational community to free from the restricted meanings of their beliefs in relation to violence, aggression and conflict. These last two analyzed as synonyms for violence, in which hostile and defensive social relations are typical of a negative peace. The arguments of (Jares, 2004) related to the critical work of teachers to help the educational institution progress as a true space for learning and coexistence. The teachers' treatment of violent acts and conflict, which yielded 17 topoi. The conflict category produced through two topoi: the negative and the positive dimension, of which the findings mainly account for the negative perspective, which applied through sanctioning, threatening and shameful measures for the student, and the conflict as a synonym of violence. In this way, it exposed that they have tried to correct the behavior of schoolchildren, relying on strategies to confront violence with more violence, through strict and punitive sanctions that violate their rights as human beings and as students. So it is necessary a renewal of the theoretical and methodological framework that links education for peace, the culture of peace values and respect for fundamental human rights as guarantors of a coexistence without discrimination, without inequality, positive and non-violent. Conclusions: The types of direct and structural violence and school conflict describe a non-peaceful and non-normalized school coexistence, without a regulated coexistence manual, which does not mediate between antagonistic and discordant relationships, which generates an irrelevant and ineffective praxis. Consequently, it about a negative peaceful coexistence, without respect for human rights, where intolerance and lack of values prevail, representing a traditional school model of negative culture of peace, saturated with direct and structural violence. The educational projects in execution, neither in theory nor in practice, manage to cover the themes inherent to education for the construction of a culture of peace, so it is urgent to transform education for negative peace, limited by rules of sanctioning, prohibitive and exclusive coexistence and a negative treatment of the informal and restricted conflict. Finally, this complex network of weaknesses projects a non-systematic and ineffective education for peace, and without the support of epistemological, theoretical and methodological principles as the main bases of an education model for the construction of a positive and complex culture of peace.
Education in the 21st century is constantly evolving in response to the dizzying changes of this postmodern era, altering the different areas and levels of the educational system in all its modalities. Specifically with regard to the culture of peace, education for peace and coexistence, the growing number of violent cases in national and international educational institutions negatively affects them. This is currently demonstrated by reports in entities such as the United Nations Educational, Scientific and Cultural Organization (Unesco) and the Organization for Economic Cooperation and Development (OECD), in which official statistics of numerous cases of violence where students, teachers and managers have been involved. This situation of school violence definitely leads to approach it as a global problem, inferring that education for peace faces great challenges, among them, transforming violence and achieving the construction of a culture of peace. Specifically, for the OECD and UNESCO, Colombia is one of the countries reported with the highest percentage of bullying in LA. In the Colombian Caribbean Coast region, in rural schools especially in La Guajira, in the municipality of Fonseca it is presented in the rural school of one of the most important townships such as Conejo, since they are confronting several situations together, above all by the farianos accustomed to living with a culture of violence and detached from education. Objective: General purpose: Generate an educational proposal that transforms the conflict in complex and violent school environments into renewed environments of non-violent coexistence through the reconstruction of an education for positive peace in basic and secondary education. Specific objectives Discover with teachers the direct and structural manifestations in school coexistence from the negative perspective of the conflict and education for a negative culture of peace. Characterize with teachers the treatment of violence, conflict and school coexistence that originate the praxis of a negative peace education based on the culture of violence. Define with the teaching staff the epistemological, theoretical and methodological foundations of the educational proposal for a school coexistence based on education for a culture of positive and non-violent peace. Materials and Methods: This is a qualitative, socio-critical research based on the educational action research methodology (IAE). The main techniques used to collect the information were documentary analysis techniques, semi-structured interviews, discussion groups and worktables, which applied to basic and middle school educators from rural schools. Results: The results of the triangulation generated five emerging categories and 41 topoi discovered that have been use as the categorization criteria that are shared by the teachers. The categorizations of school violence such as physical, verbal and psychological aggressions, in the classroom and the lack of values, are the violent behaviors that evidenced in school. The architecture of the interrelations shows that there can be a minimum of 10 associations of violent behavior in schoolchildren and educators. Based on this reality regarding the phenomenon of violence in rural schools, it is urgent to implement procedures that allow the main actors of the educational community to free from the restricted meanings of their beliefs in relation to violence, aggression and conflict. These last two analyzed as synonyms for violence, in which hostile and defensive social relations are typical of a negative peace. The arguments of (Jares, 2004) related to the critical work of teachers to help the educational institution progress as a true space for learning and coexistence. The teachers' treatment of violent acts and conflict, which yielded 17 topoi. The conflict category produced through two topoi: the negative and the positive dimension, of which the findings mainly account for the negative perspective, which applied through sanctioning, threatening and shameful measures for the student, and the conflict as a synonym of violence. In this way, it exposed that they have tried to correct the behavior of schoolchildren, relying on strategies to confront violence with more violence, through strict and punitive sanctions that violate their rights as human beings and as students. So it is necessary a renewal of the theoretical and methodological framework that links education for peace, the culture of peace values and respect for fundamental human rights as guarantors of a coexistence without discrimination, without inequality, positive and non-violent. Conclusions: The types of direct and structural violence and school conflict describe a non-peaceful and non-normalized school coexistence, without a regulated coexistence manual, which does not mediate between antagonistic and discordant relationships, which generates an irrelevant and ineffective praxis. Consequently, it about a negative peaceful coexistence, without respect for human rights, where intolerance and lack of values prevail, representing a traditional school model of negative culture of peace, saturated with direct and structural violence. The educational projects in execution, neither in theory nor in practice, manage to cover the themes inherent to education for the construction of a culture of peace, so it is urgent to transform education for negative peace, limited by rules of sanctioning, prohibitive and exclusive coexistence and a negative treatment of the informal and restricted conflict. Finally, this complex network of weaknesses projects a non-systematic and ineffective education for peace, and without the support of epistemological, theoretical and methodological principles as the main bases of an education model for the construction of a positive and complex culture of peace.
Descripción
Palabras clave
Violencia, Conflicto, Convivencia escolar, Paz, Educación para la paz, Cultura de paz, Violence, Conflict, School coexistence, Peace, Education for peace, Culture of peace