Carlos Enrique Mosquera Mosquera

Este artículo tiene el propósito de vincular los derechos humanos en la escuela a los procesos de memoria sobre la violencia vivida en Colombia con la finalidad de formar una subjetividad juvenil crítica que tenga un posicionamiento sobre la barbarie y se aleje de banalizar el horror y los vejámenes de la guerra para abrir posibilidades de sembrar relatos de vida y no de muerte.Palabras clave: educación, conflicto armado, derechos humanos, memoria, guerra, Colombia

The effects caused by the tendency of the armed conflict in the Medio Atrato, produced the massacre of May 2, 2002 in Bellavista, Bojayá, Chocó. This is one of the largest or most emblematic massacres that occurred in the recent history of Colombia, therefore, it should not be forgotten. Hence, this book is in charge of reconstructing the memory of this tragedy from the voices of the actors of the César Conto Educational Institution. Here we describe the serious violations of Human Rights and International Humanitarian Law, the physical and psychological affectations as well as the sociocultural transformations of both the people of Bojayá and the César Conto Educational Institution.

The aim of this article, as a result of the doctoral thesis entitled: “Institutional educational project and the
formation of political subjectivity for a post-conflict scenario: collective memory of armed conflict and school
identity” is to problematize the absence of memory policies in the Colombian educational context, understanding
that Colombia has the longest-running armed conflict in the Southern Cone. The text traces memory
policies that have had interferences from different historical cuts in countries as Argentina, Peru, Chile,
Uruguay, Paraguay and Colombia. The research is guided by the historical-hermeneutic approach, and the
methodology is focused on the qualitative. The conclusions are summarized in that: A). The Latin American
countries that have a strong memory policies process in the educational context are, in the first place: Argentina
and Peru, given the variety of laws and initiatives on memory that have been issued at the national,
provincial and municipal levels. Secondly, they are followed by Chile, Paraguay, Uruguay, and Colombia
ranking last among these countries. B). There is an attempt by teachers to thematize the memory of armed
conflict as their own initiative. C). The school taking advantage of its autonomy in the PEI has fallen short by
not linking the memory of violence to the curriculum

This article is the product of the final result of a research project
advanced in the line of human rights, of the masters in
Education of the Santo Tomás University, where it is intended to understand
the stories of students, teachers and parents of the
César Conto Departmental College of Bellavista, Bojayá (Chocó),
taking into account the massacre of May 2, 2002, and build
So your collective memory. The chosen methodology was hermeneutics,
since it was sought to interpret stories. The epistemological approach
it was the historical-hermeneutic, given his contribution in the understanding of
collective memory about the experience of the surviving actors
belonging to this educational community

his article presents part of the results of the doctoral thesis en-titled “the institutional educational project and the formation of  political  subjectivity  for  a  post-conflict  scenario:  collective memory of the armed conflict and school identity”. The metho-dology that was used was oral history, and the approach was hermeneutic. The objective pursued for this purpose was to re-veal the sense and meaning that the collective memory of the Colombian armed conflict had for the institution under study, through the memory that is conveyed in literature, music and narrative as pedagogical devices. The findings can be summari-zed in that: 1) through literature, music and narratives as peda-gogical devices, pedagogy of memory can be made, given that educational subjects acquire new sense and meanings about the impacts of the Colombian armed conflict; 2) by unveiling the sense and meaning of the armed conflict from literature, music and narratives, the educational subjects become political, ethi-cal, civilized and compassionate; 3) the ethics that arise from memory, and that is conveyed in literature, music and narrati-ves, is different from the ethics taught by the school as compe-tences; 4) students can acquire a transient identity when they listen imaginatively to the other that is narrated when activa-ted in them ethical devices (feelings of longings, desires, com-plicities, sympathies and compathies2) as opposed to what they hear and as opposed to the condition of the victim; 5) self-ca-re and care for others is given when the students faced with the alter-victim acquire a semantic of cordiality; 6) before the al-ter-victim the students understand that forgiveness is a gift of the victim; and 7) the students become democratic and move away from the logic of evil from the memory that music entails, when they respect diversity, they do not get involved in the word and direct their actions toward peace.

This essay aims to show the teaching narration
as possible pedagogical devices to improve
teaching practice. The methodological strategy
was to make a documentary analysis from
some authors who address the issue; this is
accompanied by narratives of teachers in the
school environment. This exercise allowed: a)
the narratives of teachers as possible
pedagogical devices visible to guide teaching
practice; b) understand that the breakdown of
order instituted in school by students, should
not be seen as a problem but as an opportunity
to understand and reorient the teaching
process; and c) the school should be constantly
reconsidered from the needs of its users but not
from imposed frames. In sum, it is concluded
that the theming of teacher confession and
student understanding as text claiming to be
understood, is a powerful means to rethink
school.

This article represents the final result of a research project. The purpose was Understanding the stories of some voices of actors schoolchildren the collective memory of the César Conto Depar-tamental Educational Institution about the slaughter from Boja-yá, Chocó, as a relevant element to the recovery of collective me-mory. For this purpose, it was used as a methodology, because it made easy the understanding of the voices of the chosen actors. The research revealed: One) the sense and the meaning of the slaughter for the people; two) the affectations to the educative process; three) the sociocultural transformations and the impact lived for the César Conto Departamental school, Bajaya town and its surroundings; four) theViolations of Human Rights and International Humanitarian Law; and five) the responsibility of the Colombian Statebusinessmen and landowners in the armed conflict that has been waged in this part of the country

This article is the result of a process of research done in the IE Carlos Arturo Duque Ramirez from Puerto Nare. The objective
was to understand the stories of some teachers as possible pedagogical devices to improve teaching practice. We have
choosen narrative as methodology. The main findings are summarized in enabling comprise: 1) the confession of the story of
the teacher as a powerful tool to guide teaching practice; 2) unveiled that knowledge of itself the master himself by theming
itself to improve, discipline is essential in the field of education; 3) understand that the student is a text that is open to be read
by the teacher; 4) understand that the students are not problems for the school, I just have not known how to read.

In order to discuss the Institutional Educational Project and the forma-tion of political subjectivity in the framework of the training processes, it is necessary to focus on three categories of analysis: from the pedago-gical practices, which requires them to be contextualized and break the borders of professionalization, mere instruction, teaching without sense, homogenization and the mania of the evaluation. From the dialogue be-tween the macro curriculum and the micro curriculum, where it is recom-mended the acceptance of the epistemological diversity and rhizomatic teaching and learning processes, where the pedagogical practices tend to respond to various problems, which invade school

This article derived from the research “Recovery of good pedagogical practices in the I.E.R. Yarumito, educational ethnographic cut4 ”, addresses the good pedagogical practices that occur within this educational institution. For this, information contained in the field diary, observations and interviews with teachers, managers and students was analyzed; content analysis was also done to some videos around pedagogical practices5. The most outstanding results are summarized in that: 1) the teacher must validate good pedagogical practices to overcome the challenges in these post-industrial times; 2) before the secularization of the school, product of the new mentality of the postmodern educational subject, it is necessary that teachers and managers are not indifferent to the reality of the context and the needs of the students; 3) the school that is wanted must be built from the daily practices of the educational subjects, from the micro agreements and from the structures of reception and hospitality.

This reflection arises from the conception of evolution analysis that is presented in the curriculum
and the evaluative practices of Educational Institution Santo Tomás de Aquino teachers. The
methodology that guided the work was documentary. The conclusions were approached under
the interpretation of Decree 1290, which showed that: 1. There is a distance between the way the
institutional evaluation system is organized against the evaluation criteria; 2. The pedagogical and
evaluative practices of many teachers differ from the approach proposed by Decree 1290, and in
addition to this, they differ from the same SIE that they themselves have built as an institution;
3. In the prescribed documents and pedagogical practices of the teachers underlies a technicist
conception of the evaluation; 4. Evaluation should be an instrument that promotes knowledge,
not reprobation, desertion, social exclusion and marginalization.

The purpose of this manuscript is to rethink the administration of the school in the midst of dispersion as a place of hope towards  the  generalized  contingency  and  channeling  in which the control society has subjected it, which privileges a story about education in terms of competencies at the service of business and not in terms of knowing how to live with others and build a more humane society

The present manuscript, derived from the doctoral thesis entitled “The Institutional Educational Project and the Formation of Political Subjectivity for a post-conflict scenario: collective memory of armed conflict and school identity”, was guided in the IE Santo Tomás from Titirbí using the methodology of oral history and an hermeneutic approach , has the purpose to  interpret  the  institutional  educational  project,  from  the  category  “The  Political  Subjectivity  in  the  IEP”,  that  seeks  to  privilege a formation that is based on a heteronomous ethics and freedom, also, to humanize the school from the structures of  reception  and  hosipitality;  as  well  as,  to  keep  the  distance  from  the  disciplinary  vision  of  the  school  as  a  strategy  of  mastery of the contingency

Este artículo presenta parte de los resultados de la tesis doctoral titulada: “El proyecto educativo institucional y la formación de la subjetividad política para un escenario de posconflicto: memoria colectiva del conflicto armado e identidad escolar”. La metodología que se empleó fue la historia oral, y el enfoque fue hermeneútico. El objetivo perseguido para este propósito fue develar el sentido y significado que la memoria colectiva del conflicto armado colombiano tenía para la institución objeto de estudio, a través de la memoria que se vehiculiza en la literatura, la música y la narrativa como dispositivos pedagógicos. Los hallazgos se pueden resumir en que: 1) a través de la literatura, la música y narrativas como dispositivos pedagógicos, se puede hacer pedagogía de la memoria, dado que los sujetos educativos adquieren nuevos sentidos y significados acerca de los impactos del conflicto armado colombiano, 2) al develar el sentido y significado del conflicto armado desde la li...