Abstract:

Peace education, within conflict-ridden contexts such as Colombia, is a valuable tool for advancing the construction of a reconciled society. Following this commitment, and within the framework of the peace process between the Colombian State and the Revolutionary Armed Forces – People's Army (FARC-EP), the government of President Juan Manuel Santos Calderón issued Law 1732 of 2014 and Decree 1038 of 2015, requiring educational institutions across the country to implement peace studies courses. This academic space for peace education provided a platform for critical reflection on the violence that Colombia has experienced since the mid-20th century, fostering the reconstruction of the social fabric and promoting a culture of peace in local communities. In accordance with this directive, the Santa Rosa de Lima Educational Institution, a public school located in the city of Montería, in northwestern Colombia, has been implementing peace education for students, most of whom come from socioeconomic levels 1 and 2. These children, youth, and adolescents come from vulnerable families, some with issues of drug addiction, alcoholism, and difficulty respecting authority. Therefore, this research sought to characterize the learning outcomes resulting from the implementation of peace education for students at the Santa Rosa de Lima Educational Institution. The study was framed within the interpretive paradigm, with a qualitative methodological approach, a descriptive scope, and an action research design. The target population consisted of 30 eleventh-grade students (the grade prior to entering higher education in Colombia), and data was collected through open-ended surveys and focus group interviews. The open survey revealed that students lack clarity regarding the Peace Studies course, its content, and its objectives. Their responses were ambiguous, and they demonstrated little understanding of how the Peace Studies course can contribute to understanding the violence the country has experienced. The focus group interviews showed that students believe peacebuilding is a commitment to which all Colombians can contribute, and that the Peace Studies course provides an appropriate forum for reflecting on this topic. In conclusion, the implementation of the Peace Studies course at the Santa Rosa de Lima Educational Institution revealed that, while it has been implemented in accordance with the regulations that established it, its integration within the social sciences curriculum suggests that it is not providing in-depth and appropriate spaces for discussing its content. This is especially concerning given the vulnerable environment in which the students live, where the course could foster the development of civic competencies to address the social challenges they face. Therefore, it is suggested that the institution review the curriculum design adopted for the Peace Studies course, based on the Institutional Educational Project, considering its implementation as a cross-curricular, interdisciplinary pedagogical project. This would achieve a more comprehensive and synergistic impact on student learning.

Keywords:

Peace education, peace studies, vulnerability, culture of peace, citizenship.