2. WHAT IS POST-CONFLICT?
• It is the time following establishing a peace agreement or resolving a
confrontation or dispute. This also refers to all the challenges ahead for
peace building once the conflict is over.
3. CHILDREN IN CONFLICT
❑ CHILDREN VICTIMS OF
CONFLICT:
❖ Children victims of war.
❖ Refugee children.
❖ Internally displaced children.
❖ Children separated from their families.
❑CHILDREN IN CONFLICT:
4. EDUCATION IN THE
COLOMBIAN POST-
CONFLICT
PROBLEMS:
❖Teachers do not know how to teach and how to deal with students who have lived through
periods of conflict.
❖The teachers who go to teach in these areas do not do it because they want to, but
because they have no other choice.
❖Children living in these areas consider teachers to be enemies and harsh and apathetic
beings.
❖Lack of resources.
❖Lack of interest of the state to solve these problems.
5. EDUCATION AND POST-
CONFLICT
PEACE EDUCATION
It has been proposed as a possibility to build societies
where violence be delegitimized, and, on the contrary,
spaces for peace be built.
6. ✔ Peace education as mediation and conflict resolution.
✔ Peace education as personal peace.
✔ Peace education as non-violence.
✔ Peace education as equity.
SOME pedagogical models for peace
7. ⮚The conflictological approach (understanding what conflict is, the types and levels of conflict)
⮚Jen Burnley “educación para la paz: cuestiones, principios y práctica en el aula”
Among the main conflict resolution skills for a -cooperative atmosphere are three values to be taught:
⮚Active listening is a basic skill for effective conflict resolution.
INTEGRITY
FAIRNESS
CONSONANCE
Peace education as mediation and conflict resolution
8. ❖ Socio- emotional competences
❖ Students and teachers emotions are not taken into account when
the curriculums and the classroom strategies are planned.
❖ In David Hicks´book there are ideas such as:
Cooperation, Emotions, and Personal Power.
which are related to interpersonal grounding, as well as the need
for cooperation and empathy.
peace education as personal peace:
9. ✔ Assuming a non-violent stance has not been an easy task for
humanity.
✔ Violence has always been justified, and arriving at non-violent
pedagogical paths has meant the deconstruction of several
foundations of traditional education.
peace education as non-violence
Deception, lies,
dissimulation, manipulation,
threat, isolation, mistrust,
humiliation, mockery,
shame, and violence.
10. Problems in classroom in terms of the distance between: inequality, injustice, poverty, and development.
Students can know or unknown the situations what occurs outside the classroom. So one of the
alternatives is:
To establish educational processes in order to guide students to be aware of these situations through
critical reflection and committed actions.
Peace education as equity
11. REFERENCES
• Niños en conflictos armados - BICE. (n.d.). Bice.org. Retrieved June 28, 2022, from
https://bice.org/es/terreno/temas/ninos-en-conflictos-armados/
• Parra, M. I. (2017, May 27). Modelos educativos y post-conflicto: análisis de tres propuestas
internacionales y sus aportes al caso colombiano Presentado po. Retrieved June 28, 2022, from
https://repository.udistrital.edu.co/bitstream/handle/11349/14347/ParraContrerasMar%EDaIsabel2018.pdf?
sequence=1
• Posconflicto | Definición | Diccionario de la lengua española | RAE - ASALE. (n.d.). Diccionario de la
lengua española. Retrieved June 28, 2022, from https://dle.rae.es/posconflicto
• Tapia, L., & Orofino, M. I. (n.d.). Las escuelas como territorios de paz : construcción social del niño y la
niña como sujetos políticos en contextos de conflic. Biblioteca Virtual CLACSO. Retrieved June 28, 2022,
from http://biblioteca.clacso.edu.ar/Colombia/alianza-cinde-
umz/20130313112059/LasEscuelascomoTerritoriosdePaz.pdf
• @unicef_es https://pbs.twimg.com/media/Dfux9dsXcAIrTY6.jpg
