Pedagogical and Educational Practices of Armed Conflict and Post-Conflict

Abstract

This descriptive and expository research article aims to put into context the results of a bibliographic search on the armed conflict and the pedagogical and educational practices carried out in educational institutions, particularly those at the higher level. At a methodological level, the search equations related to the central themes of this text and that responded to the objectives proposed in the research were determined. By establishing five (5) categories of analysis, the results were very broad and fruitful, which is why this text addresses three topics of equations that are considered transversal to all the defined categories: 1. Armed conflict: concepts, actors and scenarios. 2. Political guarantees and non-repetition: the identity and memory duo and 3. Educational and pedagogical practices in the armed conflict. As findings, there is a contextualized reference framework in educational institutions and analyzed from the actions of said type of institutions. As a result, it is clear that HEIs develop projects and programs around Peace, conflict, coexistence, Human Rights, inclusion and recognition, however, from the literature review, there is very little or no literature that accounts for the social, environmental and political impact that such programs have on institutions and their local and regional environment.