Educación y guerra: una mirada asociada a la enseñanza del surgimiento de las FARC en el periodo comprendido 1949 - 1964, en el marco del posconflicto

Abstract

The investigation “Education and war”: a look into the teachings associated with the surge of the FARC in the period between 1949 – 1964, under the post-conflict, is oriented to renovate the learning of history through the creation of a didactic strategy that refreshes the analysis of the process that started the group of armed groups (FARC), taking into account the different problems that arise in the classroom and in a scholarly context, along with the historical events that happen today that make narratives have a fundamental value during the whole process of the armed conflict, now that the student via these develops a critical and reflective significance about the dynamics that were generated and were presented in actuality with this armed group. For that reason, this research will show a process that contains rigid epistemology from the didactic applied to the historical teachings in the search of new educational forms, where the student changes the way of analyzing history and more so when talking about a post-conflict, depending on the result of what a peace agreement and the plebiscite will determine through legal processes - politics will promote that educational institutions will undergo a social change; precisely the narrative from the perspective of the victim and the victimized (demobilized) will realize testimonials that have consolidated the FARC during these 52 years of armed conflict, from ideology to violent catastrophic events that have happened in Colombian contemporary history. Finally, it is assumed that the teaching of history will reformulate via a didactic (narratives) strategy that will allow the student to take an analytical position over their context and over the most important current topics that concern the preponderance of terminating a warlike conflict that has brought a devastating aftermath to generations of the country, and clearly we can reconstruct the processes of historical memory in schools through the implementation of new teaching proficiencies