Prácticas restaurativas como estrategia para abordar el maltrato entre iguales: construcción colectiva de paz en la I.E. Luis Giraldo, Casacará – Cesar
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Fecha
2025
Autores
Calderón Argote, Kellys Astrid
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta investigación se enfoca en analizar el potencial de las prácticas restaurativas en
entornos escolares afectados por el conflicto armado y su aporte a la construcción de
entornos educativos seguros, inclusivos y respetuosos. Este enfoque restaurativo
busca fortalecer los lazos sociales, prevenir conflictos y reparar los daños causados por
situaciones de violencia o ruptura relacional. Se fundamenta en el diálogo, la escucha
activa y la corresponsabilidad, para el alcance de la transformación positiva de la
dinámica escolar. En particular, el estudio se centra en la I.E. Luis Giraldo ubicada en
el corregimiento de Casacará-Cesar, caracterizado como sujeto de reparación colectiva
baja la ley 1418 del 2011 por las múltiples vivencias del conflicto en este territorio. Allí
se manifiestan constantes situaciones de maltrato entre pares, conflictos recurrentes
sin resolución y relaciones fracturadas entre estudiantes y familias. Se registran riñas,
agresiones físicas y verbales, y actos de violencia.
El objetivo principal del estudio es diseñar una estrategia de prácticas restaurativas
para abordar el maltrato entre iguales en contextos escolares afectados por el conflicto
armado. Para ello, se emplea una metodología cualitativa, bajo el paradigma sociocrítico y con el enfoque de investigación-acción educativa (IAE), la cual privilegia el
diálogo de saberes y la construcción colectiva del conocimiento. Los participantes del
estudio fueron docentes, estudiantes, directivos y familias de la comunidad educativa,
quienes, desde sus experiencias y voces, se constituyeron en co-investigadores y
agentes de cambio. Las técnicas de recolección de información empleadas fueron la
entrevista semiestructurada, grupos focales en taller reflexivo y observación
participante. El análisis de la información se realizó mediante la codificación temática y
el método de triangulación de fuentes y técnicas, con el uso del software ATLAS. Ti lo
cual permitió identificar categorías emergentes que revelan tanto las formas de maltrato
entre iguales como las posibilidades restaurativas para su transformación.
Entre los hallazgos más relevantes se encuentra que el maltrato entre pares no ocurre
de forma aislada, sino como expresión de conflictos no resueltos, heridas colectivas del
conflicto armado y dinámicas de exclusión reproducidas al interior de la escuela. Surgió
como una nueva forma de maltrato, la defensa del honor familiar, expresándose
recurrentemente; sin embargo, se evidenció que la implementación de prácticas
restaurativas —como círculos de diálogo, acuerdos reparatorios y narrativas de
reconciliación— posibilitan espacios de encuentro, comprensión y escucha activa para
la resolución de conflictos escolares. Estas prácticas no solo contribuyen a la mejora de
la convivencia escolar, sino que también fortalecen el tejido social y promueven una
cultura de paz desde la vida cotidiana educativa.
Como conclusión, el estudio permite afirmar la necesidad de resignificar la escuela
como escenario de construcción de paz territorial, donde la palabra, la escucha activa y
la empatía sean pilares fundamentales para transformar el conflicto y dignificar las
relaciones humanas. Este proceso implica el compromiso ético y político de los actores
educativos en la implementación de la estrategia RecuPaz: reparar hacia la paz en los
entornos escolares, producto de esta investigación, articulada con políticas públicas
que promuevan la justicia restaurativa en el ámbito escolar, especialmente en
contextos marcados por la violencia estructural
This research focuses on analyzing the potential of restorative practices in school settings affected by the armed conflict and their contribution to building safe, inclusive, and respectful educational environments. This restorative approach seeks to strengthen social ties, prevent conflicts, and repair the damage caused by violence or relationship breakdowns. It is based on dialogue, active listening, and co-responsibility to achieve a positive transformation of school dynamics. Specifically, the study focuses on the Luis Giraldo Elementary School, located in the Casacará-Cesar district, designated as a subject of collective reparation under Law 1418 of 2011 due to the multiple experiences of the conflict in this area. There, there are constant instances of peer abuse, recurring unresolved conflicts, and fractured relationships between students and families. Fights, physical and verbal aggression, and acts of violence are reported. The main objective of this study is to design a restorative practices strategy to address peer abuse in school settings affected by the armed conflict. To this end, a qualitative methodology is used, based on the socio-critical paradigm and an educational action research (EAR) approach, which prioritizes the dialogue of knowledge and the collective construction of knowledge. The study participants were teachers, students, administrators, and families from the educational community, who, based on their experiences and voices, served as co-researchers and agents of change. The data collection techniques employed were semi-structured interviews, focus groups in reflective workshops, and participant observation. Data analysis was conducted through thematic coding and the triangulation of sources and techniques, using ATLAS software. This allowed for the identification of emerging categories that reveal both the forms of peer abuse and restorative possibilities for its transformation. Among the most relevant findings is that peer bullying does not occur in isolation, but rather as an expression of unresolved conflicts, collective wounds from the armed conflict, and dynamics of exclusion reproduced within the school. It emerged as a new form of bullying, the defense of family honor, and is frequently expressed; however, it was evident that the implementation of restorative practices—such as dialogue circles, reparative agreements, and reconciliation narratives—enable spaces for encounter, understanding, and active listening for the resolution of school conflicts. These practices not only contribute to improving school coexistence but also strengthen the social fabric and promote a culture of peace in everyday educational life. In conclusion, the study affirms the need to redefine the school as a space for territorial peacebuilding, where openness, active listening, and empathy are fundamental pillars for transforming conflict and dignifying human relationships. This process requires the ethical and political commitment of educational stakeholders to implement the RecuPaz strategy: Repairing toward peace in school settings, a product of this research, articulated with public policies that promote restorative justice in schools, especially in contexts marked by structural violence.
This research focuses on analyzing the potential of restorative practices in school settings affected by the armed conflict and their contribution to building safe, inclusive, and respectful educational environments. This restorative approach seeks to strengthen social ties, prevent conflicts, and repair the damage caused by violence or relationship breakdowns. It is based on dialogue, active listening, and co-responsibility to achieve a positive transformation of school dynamics. Specifically, the study focuses on the Luis Giraldo Elementary School, located in the Casacará-Cesar district, designated as a subject of collective reparation under Law 1418 of 2011 due to the multiple experiences of the conflict in this area. There, there are constant instances of peer abuse, recurring unresolved conflicts, and fractured relationships between students and families. Fights, physical and verbal aggression, and acts of violence are reported. The main objective of this study is to design a restorative practices strategy to address peer abuse in school settings affected by the armed conflict. To this end, a qualitative methodology is used, based on the socio-critical paradigm and an educational action research (EAR) approach, which prioritizes the dialogue of knowledge and the collective construction of knowledge. The study participants were teachers, students, administrators, and families from the educational community, who, based on their experiences and voices, served as co-researchers and agents of change. The data collection techniques employed were semi-structured interviews, focus groups in reflective workshops, and participant observation. Data analysis was conducted through thematic coding and the triangulation of sources and techniques, using ATLAS software. This allowed for the identification of emerging categories that reveal both the forms of peer abuse and restorative possibilities for its transformation. Among the most relevant findings is that peer bullying does not occur in isolation, but rather as an expression of unresolved conflicts, collective wounds from the armed conflict, and dynamics of exclusion reproduced within the school. It emerged as a new form of bullying, the defense of family honor, and is frequently expressed; however, it was evident that the implementation of restorative practices—such as dialogue circles, reparative agreements, and reconciliation narratives—enable spaces for encounter, understanding, and active listening for the resolution of school conflicts. These practices not only contribute to improving school coexistence but also strengthen the social fabric and promote a culture of peace in everyday educational life. In conclusion, the study affirms the need to redefine the school as a space for territorial peacebuilding, where openness, active listening, and empathy are fundamental pillars for transforming conflict and dignifying human relationships. This process requires the ethical and political commitment of educational stakeholders to implement the RecuPaz strategy: Repairing toward peace in school settings, a product of this research, articulated with public policies that promote restorative justice in schools, especially in contexts marked by structural violence.
Descripción
Palabras clave
Prácticas restaurativas, Maltrato entre iguales, Conflicto escolar, Psicología de la paz, Conflicto armado
