Normalizar el conflicto y des-normalizar la violencia

Retos Y Posibilidades De La Enseñanza Crítica De La Historia Del Conflicto Armado Colombiano

Bibliographic Data

ID4885995
AuthorsAngélica Padilla (0000-0001-8382-3077), Angélica Patricia Vanegas Padilla (0000-0001-5087-6172, Universidad de Deusto, corresponding author), Angela Bermúdez (0000-0003-1405-6438, Historical Archives)
Year2016
Volume1
Issue71
Pages219-251
Publication date2016-05-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueRevista Colombiana de Educación (JOURNAL)
Journal identifiersISSN: 0120-3916 • E-ISSN: 2323-0134
PublisherUniversidad Pedagogica Nacional (PUBLISHER)
DOI10.17227/01203916.71rce219.251
OpenAlexW2517796498
LanguageES
Citations received11
References cited15

This article explores the contribution history teaching may make toward peace education processes in school, specifically by addressing the history of the Colombian armed conflict. We analyze narratives about the armed conflict which are present in three widely disseminated history school textbooks, as well as the Basta Ya!, Colombia: Memories of War and Dignity Report, drafted by the Historical Memory Group (gmh, 2013). Our analysis emphasizes: (i) narrative structure, (ii) explanation of the causes of violence, and (iii) the representation of victims' experience. We examine these narrative elements in light of four critical inquiry categories (Problem Posing, Reflexive Scepticism, Multiperspectivity and Systemic Thinking), in order to establish the extent to which the former help foster a critical understanding of political violence. The article ends with some recommendations for a kind of history teaching capable of nurturing -in the framework of peace education-reflections that favor delegitimization of violence and non-repetition

Art · Humanities · Political science · Conflict, Peace, and Violence in Colombia · History and Politics in Latin America · Memory, violence, and history

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