Educación para la paz aporte para el fortalecimiento de la participación comunitaria mediado por las TIC, en el cabildo indígena Finzenú de San Sebastián, Lorica, Córdoba
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Fecha
2026
Autores
Fuentes Del Toro, Sindy Paola
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Este estudio doctoral propone un modelo de educación para la paz apoyado en
Tecnologías de la Información y la Comunicación (TIC), concebido para revitalizar la
participación de la comunidad indígena Finzenú de San Sebastián. A partir del
reconocimiento de las barreras que históricamente han limitado el involucramiento
colectivo, se identifican los núcleos vivos de la educación para la paz que permiten cultivar
competencias socioemocionales, comunicativas y de escucha activa en el territorio. La
investigación se inscribe en la Investigación Acción Participativa (IAP) y adopta un
enfoque sociocrítico; por ello, la comunidad no fue objeto de estudio, sino co-investigadora
a lo largo de todo el proceso. Se utilizaron grupos focales, entrevistas, narrativas y
observación participante, siempre mediadas por plataformas digitales que facilitaron el
diálogo horizontal. La devolución sistemática de los hallazgos a la asamblea comunitaria
aseguró la transparencia y el control local sobre el conocimiento generado. El horizonte del
trabajo es contribuir a una cultura de paz arraigada en las dinámicas sociales y educativas
del Cabildo Finzenú, fortaleciendo su autonomía, su memoria y sus formas propias de
gobernanza.
This doctoral study proposes a peace education model supported by Information and Communication Technologies (ICTs), designed to revitalise the participation of the Indigenous Finzenú community of San Sebastián. By recognising the barriers that have historically constrained collective involvement, the research identifies the living cores of peace education that foster socio-emotional, communicative, and active listening skills within the territory. The study is framed as Participatory Action Research (PAR) under a socio-critical paradigm; consequently, the community was not treated as an object of study but as a co-researcher throughout the entire process. Focus groups, interviews, narratives, and participant observation were employed, consistently mediated by digital platforms that enabled horizontal dialogue. The systematic return of findings to the community assembly ensured transparency and local control over the knowledge produced. The ultimate aim of this work is to contribute to a culture of peace deeply embedded in the social and educational dynamics of the Cabildo Finzenú, strengthening its autonomy, its memory, and its own forms of governance.
This doctoral study proposes a peace education model supported by Information and Communication Technologies (ICTs), designed to revitalise the participation of the Indigenous Finzenú community of San Sebastián. By recognising the barriers that have historically constrained collective involvement, the research identifies the living cores of peace education that foster socio-emotional, communicative, and active listening skills within the territory. The study is framed as Participatory Action Research (PAR) under a socio-critical paradigm; consequently, the community was not treated as an object of study but as a co-researcher throughout the entire process. Focus groups, interviews, narratives, and participant observation were employed, consistently mediated by digital platforms that enabled horizontal dialogue. The systematic return of findings to the community assembly ensured transparency and local control over the knowledge produced. The ultimate aim of this work is to contribute to a culture of peace deeply embedded in the social and educational dynamics of the Cabildo Finzenú, strengthening its autonomy, its memory, and its own forms of governance.
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Palabras clave
Educación para la paz, Participación comunitaria, Cultura de paz, Competencias socioemocionales, Diálogo comunitario
