Abstract:

Colombia, a product of the armed conflict that it has experienced since the mid-20th century, has developed various educational and pedagogical proposals from the Ministry of National Education that have sought to promote a culture of peace and reconciliation. In this scenario, based on the negotiations carried out from 2012 to 2016 between the Colombian State and the Revolutionary Armed Forces of Colombia – People's Army, former President Juan Manuel Santos Calderón issues Law 1732 of 2014 and Regulatory Decree 1038 of 2015. that created and regulated the chair of peace, considered as a space for dialogue, reflection and construction of citizenship.

In that sense, Cartagena de Indias, one of the most important cities in Colombia throughout its history, is one of the places where public and private establishments have designed and implemented various pedagogical proposals to implement the chair of peace. Among them, the Social Promotion Educational Institution of Cartagena, located in the urban area of ​​the city, where it serves students who live in a context with social problems such as crime and drug addiction, has sought from the chair of peace to promote the construction of citizenship in their educational community. For this reason, the research reported in this presentation sought to characterize the learning that the implementation of the peace chair has left in the students of the Social Promotion Educational Institution of Cartagena.

To this end, the research was framed in the interpretive paradigm and the qualitative approach, assuming a phenomenological perspective. Using within the information collection process an open survey that was carried out through a questionnaire made up of 13 questions and a focus group interview, carried out with two focus groups, through an interview guide made up of 13 questions. To this end, from the educational population of the Social Promotion Educational Institution of Cartagena, tenth grade students were taken as a convenience sample, a total of 90 students, 48 ​​women and 42 men. And the learning from the chair of peace was assumed as a research category, and as subcategories, peaceful coexistence, democratic participation, construction of equity, respect for plurality, and human rights.

The information collected showed that the students, in relation to peaceful coexistence, have understood the importance of dialogue in the peaceful resolution of conflicts. Regarding democratic participation, they are clear about the importance of participating within the framework of respect, in the decisions that must be made in their community. Regarding the construction of equity, they understand the importance of recognizing Colombia as a social state of law. In relation to respect for plurality, they measure the importance of recognizing diversity of points of view and respect for difference. Finally, in relation to human rights, they showed their knowledge, recognition of their importance and social work to put them into practice.

Consequently, it is concluded that the implementation of the peace chair at the Social Promotion Educational Institution of Cartagena has promoted the conceptual and practical appropriation of axiological and normative principles, which promote the construction and implementation of a citizenship conducive to the construction of a culture of peace in the territory.

Keywords:

Peaceful coexistence, democratic participation, construction of equity, respect for plurality, human rights.