Pedagogy for coexistence and peace: transformations experienced by teachers when the training for coexistence and peace lives.

Abstract

Education for peace and coexistence in the field of formal education is a priority, not only because of the conflict situation that
affects the country, but also because the school has a democracy centered on respect for human rights and in actions that Propitiate
interpersonal relationships in a constructive way. The general objective of the study is to characterize the transformations that teachers assume
at the level of their teaching practices when they approach the formation for peace, by identifying the pedagogical practices used in the
formation and the transformations that are experienced when they face the formation for peace. A type of research with a qualitative approach
was used and the method used was ethnographic, through the in-depth interview. The sample was configured through the different stages of
data collection. It was determined that the perceptions of the teachers of some schools of the Department of Norte de Santander showed
positive attitudes on the part of the teachers towards providing aid to students to develop skills for the resolution of conflicts, to see the
problems from multiple perspectives, Decisions taken in groups, understanding the value of helping others, and meeting a number of annual
hours of community service. It was also perceived that, in spite of stimulating social sensibility, actions are not directed towards the
evaluation of solutions to social problems, this aspect arises but in practice is not fulfilled satisfactorily, so that teachers show a more
endogenous attitude than Exogenous.