About this paper

Appears in:
Pages: 4191-4196
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.2029

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

SCHOOL IN CONFLICT SETTINGS: DAMAGES AND CHALLENGES

J.J. Osorio-Gonzalez1, E. Oviedo-Gonzalez2

1Corporación Universitaria Minuto de Dios (COLOMBIA)
2Universidad Pedagógica Nacional (MEXICO)
Colombia has lived throughout the second half of the XX century up to the first years of the XXI century an armed conflict that has affected the society as a whole. Although the nation has been evaluating the problem of the victims in different stages, to say as compelled to leave, as relatives of the slained and the abducted, as evicted from their homes, there exists a field little explored which is the relationship school-victims of the conflict.

Now that the nation has been dealing with the getting over this conflict, it is crucial that schools assume the leading position in restoring the social network, in developing the pedagogies of the memory and reconciliation and setting up the basis of a culture for strengthening democracy because, even if all this progress in the economic and political arena, nationwide, is relevant to the post conflict, it is not for one of the human rights that has been affected the most: education; it was at this point where experts in the field suggested that after the agreements in the cease of hostilities it is imperative “to come up with a well-established educational system as part of the recovery of the postconflict.” (Fride, 2008, p.228)

With the intention of facilitating an analysis on the damages that the conflict has brought about to girls and boys and the need to a strengthen an educational bid for the transition towards the post conflict, in the framework of a pedagogy of the memory and reconciliation, this study is put together to inquire about the educational needs of all students, male and female, victims of the colombiand armed coflict in the Institucion Educativa 29 de Noviembre (Educational Institutition 29 of November) a local school in the community of Nueva Colonia in the port town of Turbo, on the coast of Gulf of Uraba located in the Antioquia Department, north of Medellin insucha a way that they can be identified, be subject for reimbursement and be recognized as subject to law.

This study also pretends to identify the teaching fellowship of the community of Nueva Colonia in the port town of Turbo from the standing point of victims of the armed conflict, looks into all students, male and female, of the Institucion Educativa 29 de Noviembre, i.e., about the hardships that the conflict has caused to them and their families, to outline how school environments could be the appropriate space to o after the truth, justice and the compensation to the teaching communities distressed by the conflict and to develop along with the community of i.e. 29 de Noviembre a curricular motion based on ethical education on the implementation of the Instruction for Peace which will allow them to be recognized as subject to law.

For this study we have the data on a sample population of seventy 10th and 11th grade students in the i.e. 29 de Noviembre in the community of Nueva Colonia, who are be given a survey with the purpose of identifying the student victims and the degree of harm experienced. In the same manner more surveys are distributed to further the information of student victims, the faculty, their teachers and two experts in the field. At the end the research will analyze the information gathered and will present the core subjects as contribution to the study done on the Colombian post conflict.
@InProceedings{OSORIOGONZALEZ2016SCH,
author = {Osorio-Gonzalez, J.J. and Oviedo-Gonzalez, E.},
title = {SCHOOL IN CONFLICT SETTINGS: DAMAGES AND CHALLENGES},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.2029},
url = {http://dx.doi.org/10.21125/inted.2016.2029},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {4191-4196}}
TY - CONF
AU - J.J. Osorio-Gonzalez AU - E. Oviedo-Gonzalez
TI - SCHOOL IN CONFLICT SETTINGS: DAMAGES AND CHALLENGES
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.2029
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 4191
EP - 4196
ER -
J.J. Osorio-Gonzalez, E. Oviedo-Gonzalez (2016) SCHOOL IN CONFLICT SETTINGS: DAMAGES AND CHALLENGES, INTED2016 Proceedings, pp. 4191-4196.
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