School, territory and post-conflict: grounding a local peace culture in Tolima, Colombia

该项目旨在通过与来自四个市镇(阿塔科、查帕拉尔、普兰达斯和里奥布兰科)的学校、教师和社区领导人合作，为建设可通过学校培养的当地和平文化制定一项教学战略，从而为南托利马的建设和平作出贡献。该项目利用行动研究，力求使儿童、青少年、教师、家长和社区领袖了解武装冲突的经验，并从中提出在学校建设和平的建议。这一教学战略将通过和平与区域方案和尤里卡教育与当地行为者伊巴格大学共同设计和制定，与教师和领导人在两个中心主题上合作：a)学校生活和武装冲突，b)领土、自然资源和冲突后。首先，它使用学者和社区成员之间的合作研究方法，这种方法由行为者自己(儿童、青少年、教师、家长和领导人)制定，作为自下而上建设和平努力的基本要素。这一观点意味着改变传统的研究项目结构方式，改变专业研究人员和当地参与者在研究过程中的角色。从根本上说，协调小组将在培训、调解和陪同教师、学生和领导人方面发挥作用，而教师、学生和领导人将积极参与研究，并制定植根于解决冲突的当地观点的建议。其次，研究将利用媒体、艺术和文学作为一种方式，在研究过程中和之后引发合作者和当地演员之间的对话。这种为教育部门和社区的利益开展研究和应用成果的方式，最终是为了使该项目产生的知识为社会所用，从而对托利马的地方和平文化建设产生持久的影响。该项目由四个部分组成：a)研究，b)教师、学生和社区领导人的能力建设，c)教育界、社区组织和区域机构之间知识的占有和对话，以及d)生产实物和虚拟成果。

This project seeks to contribute to peacebuilding in South Tolima, by working with school, teachers and community leaders from four municipalities (Ataco, Chaparral, Planadas and Rioblanco) in the design and development of a pedagogical strategy for the construction of a local culture of peace that can be developed through schools. Using action-research, the project seeks to make visible the experiences that children, teenagers, teachers, parents and community leaders have had with the armed conflict and, from there, to generate with them proposals for peacebuilding in schools.This pedagogical strategy will be designed and developed jointly with the local actor University of Ibague through the Peace and Region Programme and Eureka Educativa, working with teachers and leaders in two central themes: a) school life and armed conflict and, b) territory, natural resources and post-conflict.The project makes two innovative contributions. First, it uses a collaborative research approach between scholars and community members, developed by the actors themselves (children, teenagers, teachers, parents and leaders) as a fundamental element to bottom-up peacebuilding efforts. This perspective implies a change in the traditional way in which research projects are structured, by transforming the role of both professional researchers and local participants in the research process. The coordinating team will have, fundamentally, a role in training, mediating and accompanying teachers, students and leaders, while the latter will actively participate in research and develop proposals that are rooted in a local perspective of conflict transformation. Second, the research will use media, arts and literature as a way of eliciting dialogue among collaborators and local actors during and after the research process. This way of carrying out research and applying the results to the interests of the education sector and the community ultimately seeks to achieve a social appropriation of the knowledge produced in the project so that it can have a long-lasting effect on the construction of a local peace culture in Tolima.The project is organized into four components: a) research, b) capacity-building for teachers, students and community leaders, c) appropriation and dialogue of knowledge between the educational community, community organizations and regional institutions, and d) the production of physical and virtual outputs.