Contemporary Perspectives on Peace Education in Colombia: A View from the Role of NGOs and Governmental Institutions

• In Event: Highlighted Session: Contemporary Perspectives on Peace Education: Evidence from Diverse Contexts

Proposal

In November 2016, the Colombian government signed the Peace Agreement with the FARC guerrilla (Revolutionary Armed Forces of Colombia), marking the end of over 50 years of armed conflict (CEV, 2022a). Among the agreements reached by the parties, a Truth Commission (Commission for the Clarification of Truth, Coexistence, and Non-repetition – CEV) was established (Presidencia de Colombia, 2017). Unlike other international experiences, this commission introduced pedagogical guidelines to address the armed conflict and historical memory in schools (CEV, 2022b). Despite the relevance of these initiatives in the global debate on Peace Education (PE) and transitional justice in post-conflict contexts, little academic research has been conducted on the subject. Most studies in the last decade have focused on the Cátedra de Paz (Peace Chair), a policy created in Congress in 2015, during the negotiation process (García, 2021). However, few studies have addressed the development of Peace Education in Colombia in recent years, particularly in the period following the Peace Agreement and the institutionalization of Transitional Justice.

In this context, this qualitative study seeks to offer a contemporary perspective on the most recent discussions surrounding Peace Education programs and strategies in Colombia, led by governmental institutions (including Transitional Justice institutions) and national Non-Governmental Organizations (NGOs). The presentation will mainly address the following questions: What understandings of peace underlie the design and implementation of national Peace Education programs? What has been the role of Civil Society organizations in Peace Education processes within educational contexts?

This pilot study is based on participant observations in teacher training workshops and semi-structured interviews with government representatives and national non-governmental organizations (NGOs), conducted during the summer of 2024. Initial findings reveal the challenges of implementing Peace Education programs amidst a new wave of armed violence, which constantly threatens the safety of teachers, students, and schools. The findings also suggest a tension between perspectives more oriented toward school coexistence and those advocating for the need for historical education on conflict and peacebuilding. Finally, I argue that teacher networks and civil society organizations in these territories continue peacebuilding and educational initiatives, beyond changes in government policies or transformations in the conflict at the local level.

Author

• Leonardo Arevalo, Columbia University Teachers College