Experiencias de formación docente para la paz y la reconciliación
In Colombia, education has become one of the biggest challenges for the teaching training and integral formation of the citizen in the armed conflict. In this way, the peace process that Colombia is living since the year 2012, between the national government and the FARC-EP, our research rises up be...
| Autor Principal: | Padilla Arias, Stephanie |
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| Otros Autores: | Puentes López, Luisa Viviana, Rincón Escamilla, Angie Lorena |
| Formato: | info:eu-repo/semantics/bachelorThesis |
| Idioma: | spa |
| Publicado: |
Universidad de La Salle. Facultad de Ciencias de la Educación. Licenciatura en Lengua Castellana, Inglés y Francés (Lenguas Modernas).
2017
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10185/18439 |
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| Sumario: |
In Colombia, education has become one of the biggest challenges for the teaching training and integral formation of the citizen in the armed conflict. In this way, the peace process that Colombia is living since the year 2012, between the national government and the FARC-EP, our research rises up because of the need of identify the contribution from the “Licenciatura en Educación Básica con énfasis en ciencias sociales” of the District University Francisco José de Caldas, to the teaching training in peace and reconciliation, therefore our reaserch question is focused on how do we built experiences in teacging traning for the peace and reconciliation in the degree we have mentioned before.
We develop this research by using the qualitative research and by using the Case Study method. Besides, we used as the analysis’ methodology the Grounded Theory and finally we obtained the results from the three semi-structured interviews made in the research; those have let the creation of new categories that show some of the experiences of the teaching training in peace and reconciliation, which circumscribe the identity of the institution, its criterias and the historical reality of the country.
To conclude, the LEBECS exposes a critical posture about the reality and the importance of the pedagogical experiences development, those are revealed through innovation projects that at the same time are part of the curricular project, which has muted along according to the historical needs of the moment.
Keywords: Teaching training, armed conflict, violence, curriculum and conflict transformation. |
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