Abstract
This article characterizes meanings aof peace constructed by boys and girls based on the development of a educational process focused on reading, writing and dialogue for peaceful transformation of conflicts at school. An educational action research design was conducted, supported by social project methodologies and workshops. 12 mediators, 6 teachers and 126 basic education students in Cali-Colombia participated. Transformations of the meanings of peace were identified, particularly those related to the recognition of differences, basic needs and specific routes for the peaceful processing of conflicts. It was concluded that the critical reading of children’s literature texts, the promotion of dialogue and written expression, represent strategies of great potential for building peace in school contexts, although training processes of greater scope and articulation to the curriculum are required.
| Translated title of the contribution | Reading, Writing, and Dialogue for Resignifying Peace and Conflict in Schools |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 37-60 |
| Number of pages | 24 |
| Journal | Revista de Humanidades |
| Issue number | 53 |
| State | Published - 2024 |
