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

该项目旨在通过与四个城市（阿塔科、查帕拉尔、普拉纳达斯和里奥布兰科）的学校、教师和社区领导人合作，设计和制定一项教学战略，以建设可通过学校发展的地方和平文化，从而促进南托利马的和平建设。通过行动研究，该项目力求将儿童、青少年、教师、家长和社区领袖在武装冲突中的经历展现出来，并以此为基础，为学校建设和平提出建议。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动者伊巴格大学共同设计和制定，在两个中心主题方面与教师和领导人合作：a)学校生活和武装冲突；b)领土、自然资源和冲突后。该项目做出了两项创新贡献。首先，它采用学者和社区成员之间的合作研究方法，由行动者（儿童、青少年、教师、家长和领导人）自己制定，作为自下而上建设和平努力的基本要素。这一观点意味着通过改变专业研究人员和当地参与者在研究过程中的角色，改变研究项目的传统结构方式。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，而后者将积极参与研究和制定根植于当地冲突转变观点的建议。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行动者之间的对话。这种开展研究并将结果应用于教育部门和社区利益的方式最终寻求实现项目中产生的知识的社会占有，以便对托利马当地和平文化的建设产生持久的影响。该项目分为四个部分：a)研究；b)教师、学生和社区领袖的能力建设；c)教育界、社区组织和区域机构之间知识的挪用和对话；d)生产实物和虚拟产出。

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.