Actions That Build Peace from the Voices of Teachers Affected by the Armed Conflict in Colombia

Abstract

For decades, the armed conflict in Colombia has profoundly impacted across various domains, causing psychosocial, economic, environmental, political, and moral damages throughout the country. One of the most affected sectors has been education, which involves all stakeholders within the educational system, particularly teachers who have directly or indirectly experienced this violence. This article, stemming from research on the resignification of armed conflict and peacebuilding, focuses on how teachers have transformed these impacts into educational actions that contribute to peacebuilding. We analysed the experiences and reflections of 412 participating teachers on-site in five conflict-affected zones in Colombia. Four main categories emerged: (1) psychosocial actions, (2) responsible teaching practices, (3) pedagogical actions, and (4) discussion and reflection spaces. These findings reveal insights not only about the actions that foster peace through school activities but also those within homes and, importantly, the work on oneself. While these actions may not be adopted by all teachers and do not guarantee immunity against future violent events, we believe this analysis could greatly benefit humanity. It prepares us to prevent and confront various forms of aggression, while also assisting in reframing everyday events that could nurture a vulnerable society suffering in silence.