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.

摘要

本文介绍了针对基础中学的正规，特殊和灵活的教育模式的设计，该模式针对武装冲突的成年受害者和哥伦比亚的前战斗人员。这种模式得到了新兴教学法和参与性方法论的支持，这些方法论旨在以更高的目的巩固社区与自然之间的和谐关系：和平共处，为哥伦比亚的和平建设提供支持。它基于和平文化的关键要素，它在社会正义和权利的框架内为建设可持续和平作出了贡献。教学的支柱具有三种互补的方法：生物学习，教学调解和大众教育。该方法论适合复杂的思维，包括认识知识中存在的关系网络，以及不可能在单个认知领域中用尽它，以便通过一个整合项目来建立和共享知识，该项目涉及学习周期中纳入的不同学术领域。因此，有可能以多维，上下文和跨学科的视角与这些学习周期所需的知识领域互动来解决关键要素。