Pedagogy for peace as a strategy for the transformation of social imaginaries of violence in children in the Catatumbo region

  • Eilynn Susana Durán Ovallos Universidad Santo Tomás
Palabras clave: children, social imaginaries, social construction of reality, pedagogy for peace, violence, armed conflict, Catatumbo

Resumen

This article carries out a documentary study using the hermeneutical method[1], with the purpose of analyzing the social reality in which children live in the midst of the armed conflict in the Catatumbo region, emphasizing the serious effects that this situation generates in the integral development of childhood and also how violence takes over this reality and influences the ways of perceiving the social world through imaginaries in favor of violence which affects their social construction process and has an impact on the adult of tomorrow. Therefore, from the theory of social constructionism[2], the text describes the self-creative and transformative capacity of the human being, which promotes change processes, in the face of a reality disturbed by the violence that affects the construction of subjectivities and identities of children, based on methodologies and strategies proposed from the pedagogy for peace, being their design and implementation a priority that should be included within the regional agenda in Catatumbo, aimed to work against the effects of the armed conflict on children and move from a violent culture to a culture of peace.

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Biografía del autor/a

Eilynn Susana Durán Ovallos, Universidad Santo Tomás
Abogada.Universidad Santo Tomás. Máster Ejecutivo en Políticas y Prácticas para el Desarrollo. Instituto de Altos Estudios Internacionales y de Desarrollo, Ginebra, Suiza, Candidata a Magíster en Reconciliación y Convivencia con énfasis en Derechos Humanos y Victimología y Especialista en Derecho Constitucional, Universidad Santo Tomás (Bucaramanga).
Publicado
2020-12-18
Sección
ÍTACA: Artículos de Investigación e Innovación