Pedagogy of memory to address the chair of peace

Abstract

This pedagogical work allows the discussion, reflection and consolidation of a concrete proposal facing the challenges of the Social Sciences in the construction of historical memory and social fabric in the educational community of Betania, rural area of ​​Valle del Cauca department, with population victim of the armed conflict in Colombia.

The Colombian Congress in Law 1732 of September 1, 2014 establishes the Chair of Peace for all educational institutions of pre-school, primary and secondary education as a mandatory independent subject. For the Pedagogy of Memory project to address the Chair of Peace, it was important to develop political participation and historical memory with the community as main themes in the educational process, since the construction of a Chair of Peace can not be alien to the community, on the contrary, must be, and was, a collective knowledge construction.

In this way, the Project was developed with differential approaches, which allowed for a specific memory process, aimed at carrying out affirmative actions for historically invisible populations, constructing research and action methodologies appropriate to each of the social groups and proposals conceptual, so that their voice is heard and the affectations suffered during the Colombian armed and social conflict are made visible. In terms of historical memory, it was essential to include the voices and views of the children and adolescents who construct their subjectivities in the contexts of Colombian armed and social conflict, making visible the impacts of the conflict in their lives and in their vital environments, such as the school.

This was possible, through the dynamization of dialogue processes and participation of various social actors in the community. Therefore, the exercise of constructing historical memory must be responsible, democratic and ethical; the elaboration of historical stories in a community plagued by violence - Betania's corregimiento - can become a scene of recognition and positioning of the different social identities. If a step is taken from personal memory to collective memories, it can be understood that both individual and collective memories are at the same time political, social, cultural and historical; and hence the importance that the pedagogical work developed with the educational community has as its main element: the community.