Importancia de la implementación de la catedra de paz en el Colegio Calleja Real de la ciudad de Valledupar
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Fecha
2020
Autores
Blanquicett Rodríguez, Douglas
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Antecedentes: La creación de rutas de atención cercanas a las realidades en los procesos de formación de educandos y ciudadanos para la construcción de una paz duradera, Poco reconoce de imaginarios, posibilidades y características inherentes de sus sujetos. Además se resaltó que las instituciones educativas tienen un rol fundamental en la educación para la paz, ya que son las responsables principales de la formación en este sentido. Por otro lado, hay estudios que evidenciaban experiencias históricas y teóricas ( Caireta y Barbeito 2005) , lo que permitió un accionar bastante pertinente en cuanto a la convivencia se refiere, pues allí se evidenciaba el maltrato físico (bullying) entendido como la intimidación o acoso escolar. Asimismo, otros estudios persiguieron la idea de la inclusión en la vida escolar,( David 1990) lo que es algo verdaderamente comprensible, ya que la vida escolar es difícil para muchos educandos, que terminan siendo excluidos de grupos establecidos y de las diversas actividades relacionadas con la vida escolar, que sin lugar dudas representa una gran parte de su existencia; y por último se conoció de un proyecto que planteaba la necesidad de vivir bajo la virtud del respeto ( Almanza, Zamora y Maya 2016), evidenciando el respeto por las diferencias, esas diferencias, que han sido la piedra de tropiezo en cuanto al convivir, descubrió la necesidad de propiciar mejores relaciones interpersonales, en los actantes de esa comunidad educativa, logrando de esa manera construir cultura según sus propias palabras.
Objetivos: El presente trabajo de investigación tuvo como objetivo principal analizar la importancia que tiene la implementación de la Catedra de la paz, como
herramienta para fomentar la sana convivencia en el entorno escolar del Colegio Calleja Real de la ciudad de Valledupar.
Materiales y Métodos: Para ello, se tuvo en cuenta un paradigma interpretativo fenomenológico, con enfoque cualitativo y de tipo descriptivo y bibliográfico, el método fue estudio de casos para revisar la literatura existente y las barreras, retos, avances que han tenido las instituciones educativas que ya han implementado la cátedra de la paz, con el fin de establecer la relación en las evidencias encontradas y el estudio de casos de instituciones educativas con cátedra de paz ya implementada para aprovechar las ventajas a la hora de implementarla en el Colegio Calleja Real de Valledupar, desde el punto de vista de mitigar la violencia escolar y aumentar la convivencia pacífica, el dialogo constructivo, el desarrollo de competencias personales y sociales nuevas que generen un ambiente de reflexión y transformación social.
Resultados: Se tuvo como resultado, que la importancia de la implementación de la cátedra de la paz radica en las ventajas encontradas a nivel de capacitación de docentes y directivos docentes como gestores de paz, la creación de redes académicas para transferir conocimientos y optimizar aprendizajes, la utilidad de la literatura, teatro, música y TIC’s para desarrollar estrategias educativas interactivas que generen un esquema transversal de formación para la paz.
Conclusiones: la finalidad de la cátedra de la paz es crear espacios de aprendizaje, dialogo y reflexión sobre la cultura de paz y las pedagogías ya identificadas que permiten el desarrollo de las competencias que ella implica. Lo anterior, se realiza a través de docentes y directivos docentes gestores de paz, propiciando así la cultura de paz como un conjunto de valores, actitudes y conductas que se refleja en justicia, libertad, democracia, tolerancia y solidaridad. Así las cosas, la importancia de la implementación de la cátedra de la paz es prevenir conflictos desde sus causas y no sus efectos o consecuencias, con herramientas como el dialogo y la negociación, garantizando el pleno desarrollo de los derechos entre iguales. Asimismo, la construcción de paz se considera como un proceso duradero dirigido a entender las causas del conflicto y a instaurar una paz duradera mediante el refuerzo de la democracia y las competencias desarrolladas por los agentes interventores de la sociedad en general y la comunidad educativa.
Background: The creation of attention routes close to the realities in the training processes of students and citizens for the construction of a lasting peace. Little does it recognize the imaginary, possibilities and inherent characteristics of its subjects. In addition, it was highlighted that educational institutions have a fundamental role in peace education, since they are the main responsible for training in this regard. On the other hand, there are studies that evidenced historical and theoretical experiences (Caireta and Barbeito 2005 “introduction of concepts: peace, violence and conflict” at the Autonomous University of Barcelona), which allowed a fairly pertinent action in terms of coexistence, because there was evidence of physical abuse (bullying) understood as intimidation or school bullying. Likewise, other studies pursued the idea of inclusion in school life, (Harvey David "The condition of postmodernity" Amorrortu editores SA P 52) which is something truly understandable, since school life is difficult for many students, who They end up being excluded from established groups and from the various activities related to school life, which undoubtedly represents a large part of their existence; and finally, a project was known that raised the need to live under the virtue of respect, showing respect for differences, those differences, which have been the stumbling block in terms of living together, discovered the need to promote better interpersonal relationships , in the actants of that educational community, thus managing to build culture according to their own word Objective: The main objective of this research work was to analyze the importance of the implementation of the Chair of Peace, as a tool to promote healthy coexistence in the school environment of the Calleja Real School in the city of Valledupar. Materials and Methods: For this, a phenomenological interpretive paradigm was taken into account, with a qualitative approach and a descriptive and bibliographic type, the method was a case study to review the existing literature and the barriers, challenges, advances that educational institutions that have already implemented have had. the chair of peace, in order to establish the relationship in the evidence found and the study of cases of educational institutions with a chair of peace already implemented to take advantage of the advantages when implementing it in the Calleja Real de Valledupar School, from the point of view of mitigating school violence and increasing peaceful coexistence, constructive dialogue, the development of new personal and social skills that generate an environment of reflection and social transformation. Results: The result was that the importance of the implementation of the chair of peace lies in the advantages found at the level of training of teachers and educational directors as peace managers, the creation of academic networks to transfer knowledge and optimize learning, the usefulness of literature, theater, music and ICTs to develop interactive educational strategies that generate a transversal scheme of training for peace. Conclusions: the purpose of the Chair of Peace is to create spaces for learning, dialogue and reflection on the culture of peace and the pedagogies already identified that allow the development of the competences that it implies. This is done through teachers and educational managers who are peace managers, thus promoting the culture of peace as a set of values, attitudes and behaviors that is reflected in justice, freedom, democracy, tolerance and solidarity. Thus, the importance of the implementation of the chair of peace is to prevent conflicts from their causes and not their effects or consequences, with tools such as dialogue and negotiation, guaranteeing the full development of rights among equals. Likewise, peacebuilding is considered as a lasting process aimed at understanding the causes of conflict and establishing a lasting peace by strengthening democracy and the skills developed by the intervening agents of society in general and the educational community.
Background: The creation of attention routes close to the realities in the training processes of students and citizens for the construction of a lasting peace. Little does it recognize the imaginary, possibilities and inherent characteristics of its subjects. In addition, it was highlighted that educational institutions have a fundamental role in peace education, since they are the main responsible for training in this regard. On the other hand, there are studies that evidenced historical and theoretical experiences (Caireta and Barbeito 2005 “introduction of concepts: peace, violence and conflict” at the Autonomous University of Barcelona), which allowed a fairly pertinent action in terms of coexistence, because there was evidence of physical abuse (bullying) understood as intimidation or school bullying. Likewise, other studies pursued the idea of inclusion in school life, (Harvey David "The condition of postmodernity" Amorrortu editores SA P 52) which is something truly understandable, since school life is difficult for many students, who They end up being excluded from established groups and from the various activities related to school life, which undoubtedly represents a large part of their existence; and finally, a project was known that raised the need to live under the virtue of respect, showing respect for differences, those differences, which have been the stumbling block in terms of living together, discovered the need to promote better interpersonal relationships , in the actants of that educational community, thus managing to build culture according to their own word Objective: The main objective of this research work was to analyze the importance of the implementation of the Chair of Peace, as a tool to promote healthy coexistence in the school environment of the Calleja Real School in the city of Valledupar. Materials and Methods: For this, a phenomenological interpretive paradigm was taken into account, with a qualitative approach and a descriptive and bibliographic type, the method was a case study to review the existing literature and the barriers, challenges, advances that educational institutions that have already implemented have had. the chair of peace, in order to establish the relationship in the evidence found and the study of cases of educational institutions with a chair of peace already implemented to take advantage of the advantages when implementing it in the Calleja Real de Valledupar School, from the point of view of mitigating school violence and increasing peaceful coexistence, constructive dialogue, the development of new personal and social skills that generate an environment of reflection and social transformation. Results: The result was that the importance of the implementation of the chair of peace lies in the advantages found at the level of training of teachers and educational directors as peace managers, the creation of academic networks to transfer knowledge and optimize learning, the usefulness of literature, theater, music and ICTs to develop interactive educational strategies that generate a transversal scheme of training for peace. Conclusions: the purpose of the Chair of Peace is to create spaces for learning, dialogue and reflection on the culture of peace and the pedagogies already identified that allow the development of the competences that it implies. This is done through teachers and educational managers who are peace managers, thus promoting the culture of peace as a set of values, attitudes and behaviors that is reflected in justice, freedom, democracy, tolerance and solidarity. Thus, the importance of the implementation of the chair of peace is to prevent conflicts from their causes and not their effects or consequences, with tools such as dialogue and negotiation, guaranteeing the full development of rights among equals. Likewise, peacebuilding is considered as a lasting process aimed at understanding the causes of conflict and establishing a lasting peace by strengthening democracy and the skills developed by the intervening agents of society in general and the educational community.
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Palabras clave
Cátedra de paz, Convivencia pacífica, Violencia escolar, Implementación, Educación para la paz, Cultura de paz, Desarrollo sostenible, Chair of peace, Peaceful coexistence, School violence, Implementation, Education for peace, Culture of peace, Sustainable development