Peacebuilding education, a complex perspective

Abstract

This article presents the design of a formal, special and flexible educational model for basic secondary school, aimed at adult victims of the armed conflict and former combatants in Colombia. This model is supported by emergent pedagogies and participatory methodologies which seek to consolidate harmonious relations between communities and nature with a higher purpose: a peaceful coexistence as a support for peace construction in Colombia. It is based on the pivotal element Culture of Peace that contributes to the construction of sustainable peace within the framework of social justice and rights. The pedagogical pillars have three complementary approaches: bio-learning, pedagogical mediation and popular education. The methodology fits into complex thinking that consists in the recognition of networks of relationships existing in knowledge, as well as the impossibility of exhausting it in a single epistemic field, in order to build and share knowledge through an integrative project that engages different academic fields incorporated in the study cycles. Thus, it would be possible to address the pivotal elements, with a multidimensional, contextual and trans-disciplinary perspective in interaction with the areas of knowledge required for these learning cycles.

Gender gaps in research: a systematic review

“…Zenodo: PRISMA checklist and flow diagram for ‘Gender gaps in research: a systematic review’, https://doi.org/10.5281/zenodo.8267629 ( Rivera-Lozada et al ., 2023b ).…”

Research in the Classroom: The Teaching of Economics and Gamification

“…Considering that the study of economics is accompanied by abstract theoretical concepts that complexify the explained realities [13]. Thus, pedagogical innovations are imperative to achieve learning objectives [14], particularly gamification, because it improves the teaching-learning process, achieving efficiency and appropriateness in learning [15,16].…”

“…The use of games and experimental economics are expanding significantly as alternative strategies for teaching economics, prioritizing experiences that bring students closer to the economic mechanisms and reasoning, while making them more proactive [16].…”