Perspectives on education for peace: perspectives from the integral route of school coexistence in Colombia

Abstract

Peace education has emerged as one of the most significant pedagogical strategies in post-conflict contexts and societies with symptoms of structural violence, as is the case of Colombian society. The Comprehensive School Coexistence Route (RICE) has a comprehensive approach that seeks to promote peace within educational communities, involving students, educators, families and other social actors. The purpose of this reflection is to analyze the implementation of RICE in the Colombian educational context, focusing on its theoretical and conceptual foundations and the methodologies used in order to problematize the results obtained in various public and private institutions. Based on an exhaustive review of the literature and case studies, as well as the experience of the author in academic scenarios and the respective school coexistence committees, it was possible to identify some of the advances and challenges of this initiative, as well as its impact on the search for conflict resolution and the creation of a culture of peace in Colombian schools. Finally, some reflections are offered as conclusions on the path towards a more effective peace education and its implications for society in general.