Teachers training focused on the construction of peace from the recognition and social justice
Colombian education seeks to develop a differential approach based on the improvement of institutional processes. The experience “Constructive subjects of peaceful coexistence from the recognition” was systematized. This experience was applied in the Normal Superior School of Saboyá (Boyacá, Colombi...
| Autor Principal: | Burgos Méndez, Diana Magnolia |
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| Otros Autores: | Ruíz Peña, Jenny Johanna, Martínez Ramos, Mirella |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Universidad Santo Tomás, Bogotá, Colombia
2017
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| Materias: | |
| Acceso en línea: |
http://revistas.usta.edu.co/index.php/analisis/article/view/3417 |
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| Sumario: |
Colombian education seeks to develop a differential approach based on the improvement of institutional processes. The experience “Constructive subjects of peaceful coexistence from the recognition” was systematized. This experience was applied in the Normal Superior School of Saboyá (Boyacá, Colombia), whose objective was the resignificación of education integrating social justice, an aspect that strengthens the recognition of the students as subjects of rights in the daily life of the school life and in the development of the competences of the teachers training. This initiative analyzes the characteristics of the educational context, determining conflictive situations that generate modes of contempt presented in the theory of Axel Honnet (2010), and the forms of recognition that appear in the interaction of students in their educational environment and allow us to transform these problems from the direct experiences of the actors involved. This article pretends to recover the protagonism of the school in the forma- tion of future generations in order to avoid repeating the cycles of violence in Colombian postconflict, emphasizing recognition because it allows that social processes grow and contribute to create a culture of peace based on social justice. |
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