Prácticas curriculares para una convivencia y cultura de paz
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Fecha
2017
Autores
Villalba Cano, Janner
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta tesis doctoral da cuenta de las prácticas curriculares en el manejo de los conflictos, la violencia y la paz. En el contexto de la investigación se observó que entran en contradicción con los componentes teleológicos del Proyecto Educativo Institucional (PEI), como la misión, visión y valores institucionales, al mismo tiempo, se evidenciaron algunos planes de estudios fragmentados y no religados, donde se manifiesta la falta de corresponsabilidad transversal en la formación para aprender a convivir juntos. Se interpreta que existen unas políticas educativas imperantes y de interés técnico que minimizan la calidad educativa en el territorio nacional. La meta es construir la propuesta curricular, para intervenir los conflictos de manera positiva compleja y noviolenta al igual que la violencia en forma amplia y compleja en todas sus manifestaciones, religado con una formación en valores y respecto por los derechos humanos, construcción democrática de las normas, educación emocional y habilidades sociales para el diálogo constructivo. Con esta propuesta curricular se busca que la paz tenga un rol activo, amplio y complejo, en la construcción de ambientes pacíficos.
La metodología utilizada da lugar a develar las subjetividades de la comunidad educativa acerca del conflicto, la violencia y la paz. El análisis a través de topoi o criterios comunes de dominio público compartido muestran imaginarios negativos del conflicto, asociados a la violencia cultural que se manifiesta en su regulación, una subjetividad reducida de la violencia que principalmente la relacionan con las manifestaciones de la violencia directa, bien sea física o verbal, una visión, estática y no activa de la paz, que la relaciona a un estado de armonía, tranquilidad, serenidad y sin conflicto. Todo esto religado a la falta de valores, respeto por los derechos humanos, educación emocional, habilidades sociales para el diálogo constructivo, formación para la regulación y trasformación de los conflictos.
En cuanto al manejo, desde la práctica curricular, al conflicto, la violencia y la paz, los resultados revelaron que el conflicto se maneja de manera autoritaria, con relaciones de dominio-sumisión, humillación, ridiculización, complementado con violencia directa bien sea física o verbal; a la violencia se le da un manejo reducido, que interviene sólo la violencia directa física entre los estudiantes; a la paz se le da un manejo negativo, reducido y no complejo, debido a que no se le da un rol activo a través de la regulación positiva, compleja y noviolenta de los conflictos, con la prevención amplia de la violencia en todas sus manifestaciones directa, estructural, cultural y simbólica.
This doctoral thesis gives an account of curricular practices in the management of conflicts, violence and peace; In the context of the research, it was observed that they contradict the teleological components of the Institutional Educational Project (PEI), such as the mission, vision and institutional values, in addition to fragmented and unrelated study plans. manifests the lack of cross-coresponsibility in training to learn to live together. It is interpreted that there are prevailing educational policies of technical interest that minimize the quality of education in the national territory. The goal is to build the curricular proposal, to intervene conflicts in a complex and nonviolent positive way, as well as violence in a broad and complex way in all its manifestations, relegated with a formation in values and respect for Human Rights, democratic construction of standards, emotional education and social skills for constructive dialogue. With this curricular proposal, peace is sought to have an active, broad and complex role in the construction of peaceful environments. The methodology used gives rise to reveal the subjectivities of the educational community about conflict, violence and peace. The analysis through topoi or common criteria of shared public domain show negative imaginaries of the conflict, associated to the cultural violence that manifests in its regulation, a reduced subjectivity of the violence that mainly relate it to the manifestations of direct violence, either physical or verbal, a vision, static and non-active of peace, which relates it to a state of harmony, tranquility, serenity and without conflict. All this is related to the lack of values, respect for Human Rights, emotional education, social skills for constructive dialogue, training for the regulation and transformation of conflicts. In terms of the management of conflict, violence and peace, the results show that the conflict is handled in an authoritarian manner, with relations of domination-submission, humiliation, ridicule, complemented by direct violence, whether physical or verbal; the violence is given a reduced management, which intervenes only the direct physical violence among the students: peace is given a negative, reduced and not complex, it was evidenced that it is not given an active role through the positive, complex and nonviolent regulation of conflicts, with the comprehensive prevention of violence in all its direct, structural and symbolic cultural manifestations.
This doctoral thesis gives an account of curricular practices in the management of conflicts, violence and peace; In the context of the research, it was observed that they contradict the teleological components of the Institutional Educational Project (PEI), such as the mission, vision and institutional values, in addition to fragmented and unrelated study plans. manifests the lack of cross-coresponsibility in training to learn to live together. It is interpreted that there are prevailing educational policies of technical interest that minimize the quality of education in the national territory. The goal is to build the curricular proposal, to intervene conflicts in a complex and nonviolent positive way, as well as violence in a broad and complex way in all its manifestations, relegated with a formation in values and respect for Human Rights, democratic construction of standards, emotional education and social skills for constructive dialogue. With this curricular proposal, peace is sought to have an active, broad and complex role in the construction of peaceful environments. The methodology used gives rise to reveal the subjectivities of the educational community about conflict, violence and peace. The analysis through topoi or common criteria of shared public domain show negative imaginaries of the conflict, associated to the cultural violence that manifests in its regulation, a reduced subjectivity of the violence that mainly relate it to the manifestations of direct violence, either physical or verbal, a vision, static and non-active of peace, which relates it to a state of harmony, tranquility, serenity and without conflict. All this is related to the lack of values, respect for Human Rights, emotional education, social skills for constructive dialogue, training for the regulation and transformation of conflicts. In terms of the management of conflict, violence and peace, the results show that the conflict is handled in an authoritarian manner, with relations of domination-submission, humiliation, ridicule, complemented by direct violence, whether physical or verbal; the violence is given a reduced management, which intervenes only the direct physical violence among the students: peace is given a negative, reduced and not complex, it was evidenced that it is not given an active role through the positive, complex and nonviolent regulation of conflicts, with the comprehensive prevention of violence in all its direct, structural and symbolic cultural manifestations.
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Palabras clave
Conflicto, Violencia, Paz, Convivencia, Cultura de paz, Conflict, Violence, Peace, Coexistence, Peace culture