Currículo de la paz asociado a la transdisciplina para comunidades educativas rurales
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Fecha
2026
Autores
Tordecilla Novoa, Mirna Luz
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La investigación titulada: " Currículo de la paz asociado a la transdisciplina para comunidades educativas rurales”, confiere una respuesta a las concepciones y prácticas pedagógicas que se desarrollan en la escuela víctima de la violencia y del conflicto armado en Colombia, donde prima el miedo y las desigualdades. En relación al acto formativo, desde la perspectiva de los currículos homogéneos y fragmentados, se evidencia relegación de la diversidad humana, desaprovechando las oportunidades para una formación integral que incluya una verdadera cultura de paz.
El objetivo del presente estudio propuso un diseño curricular que atendiendo a la transdisciplinariedad procurara el fortalecimiento de una cultura de paz en comunidades educativas rurales, teniendo en cuenta las necesidades de los estudiantes y las características del territorio, el cual ha estado inmerso en los procesos de paz y restitución de tierras adelantados en Colombia en el posconflicto.
Desde sus aportes se entiende, la necesidad de rediseñar procesos curriculares críticos que atiendan elementos de la transdisciplinariedad y se comprometan con la apropiación de pedagogías que ayuden a la reconstrucción del ser y del tejido social de los estudiantes de poblaciones educativas que aún poseen heridas coloniales producto de la violencia que han tenido que experimentar durante muchos años y que aún persisten en la zona, reflejando estos comportamientos al interior de la institución educativa.
El tipo de investigación implementada es cualitativa, que propició el diseño de una investigación acción participativa, desde la visión del paradigma sociocrítico. La población está conformada por distintos actores educativos entre los cuales se encuentran; estudiantes de educación media, docentes y padres de familia de la Institución, esta participación reconoce las voces de los actores sociales.
The research titled: "Peace Curriculum Associated with Transdisciplinarity for Rural Educational Communities" provides a response to the conceptions and pedagogical practices carried out in schools affected by violence and armed conflict in Colombia, where fear and inequalities prevail. In relation to the educational process, from the perspective of homogeneous and fragmented curricula, there is a clear neglect of human diversity, missing opportunities for comprehensive education that includes a genuine culture of peace. The objective of this study proposed a curriculum design that, while addressing transdisciplinarity, sought to strengthen a culture of peace in rural educational communities, taking into account the needs of students and the characteristics of the territory, which has been involved in peace processes and land restitution efforts carried out in Colombia in the post-conflict period. From his contributions, the need to redesign critical curricular processes is understood, addressing elements of transdisciplinarity and committing to the adoption of pedagogies that help reconstruct the being and social fabric of students from educational populations that still bear colonial wounds due to the violence they have had to experience over many years, which still persists in the area, reflecting these behaviors within the educational institution. The type of research implemented is qualitative, which encouraged the design of participatory action research from the perspective of the socio-critical paradigm. The population is made up of various educational actors, including high school students, teachers, and parents from the institution, with this participation recognizing the voices of the social actors.
The research titled: "Peace Curriculum Associated with Transdisciplinarity for Rural Educational Communities" provides a response to the conceptions and pedagogical practices carried out in schools affected by violence and armed conflict in Colombia, where fear and inequalities prevail. In relation to the educational process, from the perspective of homogeneous and fragmented curricula, there is a clear neglect of human diversity, missing opportunities for comprehensive education that includes a genuine culture of peace. The objective of this study proposed a curriculum design that, while addressing transdisciplinarity, sought to strengthen a culture of peace in rural educational communities, taking into account the needs of students and the characteristics of the territory, which has been involved in peace processes and land restitution efforts carried out in Colombia in the post-conflict period. From his contributions, the need to redesign critical curricular processes is understood, addressing elements of transdisciplinarity and committing to the adoption of pedagogies that help reconstruct the being and social fabric of students from educational populations that still bear colonial wounds due to the violence they have had to experience over many years, which still persists in the area, reflecting these behaviors within the educational institution. The type of research implemented is qualitative, which encouraged the design of participatory action research from the perspective of the socio-critical paradigm. The population is made up of various educational actors, including high school students, teachers, and parents from the institution, with this participation recognizing the voices of the social actors.
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Palabras clave
Currículo, Transdisciplinariedad, Cultura de paz