A educação pós acordo de paz na Colômbia e suas contribuições para a construção da paz.

Abstract

In 2016, the Government, to consolidate peace in the country, signed an agreement with the FARC-EP, the oldest guerrilla group with the largest presence in the territory. In view of this historical fact and during this social, political and economic situation, policies are implemented that aim to overcome the social inequalities of the victims of the conflict, among which educational policies stand out. In this context, the research has as its object of study the educational policies resulting from the Agreement for Peace, implemented in Colombian schools, having as a time frame the period from 2010 to 2018. In this way, the present research had as general objective to reveal the contradictions of the educational policies resulting from the Peace Agreement and its possible contributions to the construction of peace in Colombia. To achieve this objective, we propose as specific objectives: Understand the historical-political context of Colombia, based on the historical, political and economic background that shaped the internal armed conflict; Identify the foundations of the FARC-EP since its creation as a guerrilla movement, the 2016 Peace Agreement and its constitution as a political party; Analyze the educational policies contemplated in the Peace Agreement for Colombian schools; Examine the strategies implemented in the school to implement the educational policies contemplated in the agreement. The qualitative research involved the following methodological procedures: a) bibliographic research and documental analysis of educational policies resulting from the legal framework of the Peace Agreement implemented by the Ministry of National Education; b) empirical research through interviews with teachers and parents of the As Gardênias Educational Institution, located in the community called As Gardênias, in the city of Barranquilla-Colombia. Historical and Dialectical Materialism was used as theoretical support, with emphasis on the contributions of Antônio Gramsci. Our thesis is that education occupies a restricted space in the Peace Agreement and that the school can only contribute to the construction of democracy if educational policies consider social inequalities and propose some alternative to overcome them. The analysis of the Peace Agreement and of the educational policies that have been implemented in schools that serve victims of the conflict highlights the limitations of the school institution in the construction of peace, considering the reality in which it is circumscribed. Based on these considerations, it is possible to affirm that, to build peace, schools that serve victims of conflict face practical difficulties, since they need to implement the educational policies arising from the Peace Agreement in a social context permeated by historical consequences of violence. Colombian democracy is permeated by certain limits to the exercise of political plurality, before there is not political-ideological diversity under bourgeois hegemony. In this sense, we conclude that the construction of peace described in the Educational Policies of the Agreement, intends to educate the dominated group to achieve a passive posture in the face of social and political inequalities that it experiences, thus inhibiting its revolutionary potential. In this way, consolidating peace for the benefit of bourgeoisie.