Análisis de la implementación de la política pública cátedra de la paz en contextos escolares
The study, conducted by Ronald Vera Barbosa and Betty Garizábalo Pérez, analyzes the implementation of the Peace Education Program ("Cátedra de la Paz") in five school contexts in the department of Atlántico, Colombia, from the perspective of administrators and teachers. The objective is t...
- Autores:
-
Vera Barbosa, Ronald
Garizábalo Pérez, Betty
- Tipo de recurso:
- Fecha de publicación:
- 2024
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/13847
- Acceso en línea:
- https://hdl.handle.net/11323/13847
- Palabra clave:
- Peace education program
School context
Public policy
Culture of peace
Cátedra de la paz
Contexto escolar
Políticas públicas
Cultura de paz
- Rights
- openAccess
- License
- Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
| Summary: | The study, conducted by Ronald Vera Barbosa and Betty Garizábalo Pérez, analyzes the implementation of the Peace Education Program ("Cátedra de la Paz") in five school contexts in the department of Atlántico, Colombia, from the perspective of administrators and teachers. The objective is to evaluate its effectiveness in promoting a culture of peace and providing tools for peaceful conflict resolution. This thesis, developed at the Universidad de la Costa within the Master's program in Psychosocial Intervention, under the guidance of Drs. Cardozo Rusinque and Sahagún Navarro, employs a qualitative approach and critical theory, utilizing 16 in-depth interviews and ATLAS.ti software for data analysis. The collected data allowed the identification of 22 codes grouped into five axial categories: Human Rights, Democracies, School Coexistence, Educational Community, and Civic Competencies. The findings reveal a limited implementation of the program, with content being addressed in a fragmented manner in subjects like Natural Sciences and Ethics. This reflects a low effectiveness in developing conflict resolution skills. Despite the framework established by Law 1732 of 2015, it is concluded that institutional support and continuous training for administrators, teachers, and students need to be strengthened. The findings are expected to serve as a basis for training programs that enhance the skills of educational stakeholders and promote a sustainable culture of peace within the school environments of Atlántico |
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