Headnote
ABSTRACT
Objective: The objective of this study is to analyze the concept of comprehensive education in the context of the Colombian post-conflict between the government and the FARC in rural contexts of Nariño.
Theoretical Framework: The text is based on concepts such as comprehensive education, Colombian postconflict, school coexistence and promoting a pedagogy of peace in rural areas.
Method: The study is qualitative with a hermeneutic approach and ethnographic type of research and documentary analysis.
Results and Discussion: The legacy of the armed conflict in rural areas of Colombia is a significant reality for the educational sector, because it transforms the life goals of children and young people, who directly or indirectly are involved in the war.
Implications of the research: The research provides a reflection for formative pedagogical practices from the concept of comprehensive education and pedagogy of peace.
Originality/Value: The research provides important elements to address the challenges of comprehensive education and peace pedagogy in rural areas influenced by armed conflict and war.
Keywords: Comprehensive education, Rural contexts, Post-agreement, School coexistence, Peace pedagogy.
RESUMO
Objectivo: O objectivo deste estudo é analisar o conceito de educação integral no quadro do pós-conflito colombiano entre o governo e as FARC nos contextos rurais de Nariño.
Referencial Teórico: O texto assenta em conceitos como a educacáo integral, o pds-conflito colombiano, a convivéncia escolar e a promocáo de uma pedagogia da paz nos setores rurais.
Método: O estudo é qualitativo com uma abordagem hermenéutica e tipo de pesquisa etnográfica e análise documental.
Resultados e Discussão: O legado do conflito armado nas zonas rurais da Colômbia é uma realidade significativa para o sector da educacáo, porque transforma os objectivos de vida das criangas e jovens, que estdo directa ou indirectamente envolvidos na guerra.
Implicações da investigação: A investigação proporciona uma reflexão para as práticas pedagógicas educativas a partir do conceito de educação integral e da pedagogia da paz.
Originalidade/Valor: A investigação fornece elementos importantes para enfrentar os desafios da educação abrangente e da pedagogia da paz nos sectores rurais influenciados pelos conflitos armados e pela guerra.
Palavras-chave: Educacáo integral, Contextos rurais, Pós acordo, Convivéncia escolar, Pedagogia da paz.
RESUMEN
Objetivo: El objetivo de este estudio es analizar el concepto de educación integral en el marco del posconflicto colombiano entre el gobierno y las Farc en contextos rurales de Nariño.
Marco Teórico: El texto se sustenta en conceptos como educación integral, posconflicto colombiano, la convivencia escolar y promover una pedagogía de paz en sectores rurales.
Método: El estudio es cualitativa con enfoque hermenéutico y tipo de investigación etnográfico y análisis documental.
Resultados y Discusión: El legado del conflicto armado en las zonas rurales de Colombia es una realidad significativa para el sector educativo, porque transforma los objetivos de vida de niños y jóvenes, quienes directa o indirectamente se ven involucrados en la guerra.
Implicaciones de la investigación: La investigación aporta una reflexión para las prácticas pedagógicas formativas desde el concepto educación integral y pedagogía de paz.
Originalidad/Valor: La investigación aporta elementos importantes para abordar los retos de la educación integral y la pedagogía de la paz en sectores rurales con influencia del conflicto armado y la guerra.
Palabras Clave: Educación integral, Contextos rurales, Post acuerdo, Convivencia escolar, Pedagogía de paz.
1 INTRODUCTION
This article addresses the impact of comprehensive education in rural areas of Nariño, Colombia, within the framework of the post-agreement with the FARC-EP, establishing a relationship between the concept and the educational challenges required by the context of the territories involved in the war. lts lines analyze the new pedagogical challenges of comprehensive education in its task of developing competencies that respond to curricular standards, while simultaneously responding to school coexistence and the promotion of a pedagogy of peace.
Historical-hermeneutic analysis reveals that comprehensive education fosters reconciliation, values formation, and historical awareness, all crucial elements in preventing the recurrence of violence. The implementation of innovative pedagogical guidelines, adapted to the specific needs of areas affected by armed conflict, is essential. The implications of these results are significant for the development of educational policies that promote peace, social justice, and sustainable development in rural communities, offering an educational alternative that fosters social cohesion and community well-being.
Keywords: Comprehensive education, Rural contexts, Post-agreement, School coexistence, Peace pedagogy.
2 METHODOLOGY
To carry out this work, a systematic review of the published academic literature was carried out to identify and analyze theoretical and methodological trends in educational quality in the Latin American context, for which the Scoping Review methodology was adapted. This approach was defined in five phases: 1) formulation of the guiding question of the review, 2) definition of the article search strategy, 3) selection of relevant studies, 4) organization and analysis of the information, and 5) presentation of the results (ARKSEY and O'MALLEY, 2005; The Joanna Briggs Institute, 2015).
The systematic search allowed the selection of texts to build the corpus of the work with research articles published in recent years at the international and national levels, for which they were selected according to the inclusion and exclusion criteria: The inclusion criteria were: articles on comprehensive education, texts that allow full access to the publication, that specify methodological aspects of the research and that are from recent years. The exclusion criteria taken into account: that they referred to comprehensive education that were not related to rural contexts, did not have a well-defined methodology, did not present clear conclusions, had a very small sample size and that had a direct or indirect relationship with the Colombian context.
3 THEORETICAL FRAMEWORK
3.1 BRIEF HISTORICAL CONTEXT ON THE DEVELOPMENT OF THE COLOMBIAN ARMED CONFLICT
"War is peace. Freedom is slavery. Ignorance is strength."
(Orwell, 1949)
To understand the impact of the armed conflict on education, it is important to clarify the history and significance of the war. In this sense, there is a dialogue embedded in the struggle for political power that generates state instability (Tawse, 2008 ) and constant uncertainty about the country's future direction.
Throughout history , different subversive groups have been created that have fought under the ideal of improving the living conditions of the population, taking into account the ineffectiveness of the State to optimize these conditions, however, there are different aspects that have great influence on the development of violence:
In the first instance, the situation of instability has come to characterize the country as a place lacking state legitimacy and even control, as a result of the limited presence in many regions of the country; institutional inefficiency; a high degree of influence from the international community on internal decisions; high levels of poverty, unemployment, and social exclusion; power relations that have generated corruption, patronage, monopolies, and economic preferences; and, in general, the high level of violence that characterizes the internal conflict itself. (Tawse, 2008, p. 272).
Consequently, instability plays a crucial role in the dialogue between armed groups and the state, both pursuing social welfare while the civilian population is caught in the middle. The internal war in Colombia continues under different names and using the same modus operandi: forced displacement, continuous attacks on the population, kidnappings, and other military resources that restrict and violate various freedoms. It is a hypocritical war hidden behind the blood of a people crying out for peace.
Within this war there was the formation of different armed groups among which we can mention "FARC, ELN, EPL, M-19, PRT, MAQL, CRS, MIR-Patria Libre" (Tawse, 2008, p. 273), these armed actors for many years were financed through the location of their guerrillas in economic centers or large mining development for the country, where a vaccine was requested for the operation, however, with the arrival to power of Alvaro Uribe Vélez and his Democratic Security Policy, these guerrillas lost power in the country's development centers, moving to remote places with great territorial potential for the expansion of illicit crops and their trafficking (Rios, 2016). As a result, violence has taken root in decentralized areas of power, greatly impacting the country's rural areas, given that the presence of these groups limits access to healthcare, education, the economy, improved transportation, culture, and an important resource today: the internet.
3.2 DIALECTICS OF COLOMBIAN VIOLENCE
"Violence, in whatever form it manifests itself, is a failure."
(Sartre, 1962)
As evidenced in the brief historical context, the armed conflict in Colombia has been known in various ways. Between 1948 and 1965, the period known as "la violencia" (the violence) developed, characterized by political struggle between conservatives and liberals. This historical episode resulted in the imposition of social imaginaries based on political philosophies that seek popular domination from different perspectives. In short, the history of the war in Colombia begins with an ideological struggle focused on the consolidation of a state model based on capitalism or socialism, as it remains to this day (Barrera, 2014).
In this sense, the margin that the origin of war imposes on social imaginaries suggests how the nation is delving into a euphemistic pathology that blurs the reality of the conflict, into the everyday occurrence of violent acts. War, then, has become, from a fatalistic perspective, something natural and inherent to the reality of Colombians (Guzmán et al., 2019).
3.3 APPEARANCE OF ARMED GROUPS
"War is the cowardly way out of the problems of peace"
(Mann, 1924)
Illegal armed groups in Colombia emerge as a consequence of partisan strife, as a historical legacy of the bloodshed during the era of greatest political sectarianism in the country. The groups with the greatest historical prominence are the April 19 Movement (M-19), the National Liberation Army (ELN), the Revolutionary Armed Forces of Colombia (FARC-EP), and the United Self-Defense Forces of Colombia (AUC), which are also the most prominent insurgent armed forces nationwide. They are also groups that have signed or are about to sign a peace agreement.
The violent legacy of partisan warfare also brings with it evident failures of the State to guarantee the quality of life of its citizens, economic deficiencies and the increase of crime within the cities, leading to the fact that in rural areas, mainly in populations of Meta, Cundinamarca and Tolima, territorial axes with great absences of State, they are the stage for the emergence of groups such as FARC - EP, peasant guerrillas, who in principle, through communist armed resistance (agrarian struggles) sought to achieve vindication of territorial interests, acting as defenders of those displaced by partisan violence. (Tawse, 2008, p. 275).
This guerrilla group settled in the northeast and southwest of the country, supporting its presence in the economic growth centered around oil fields and mineral exploitation, since they requested money for their operation (Tawse, 2008), however, the situation changed with development and the expansion of drug trafficking, causing this guerrilla group to move to remote towns that could serve as routes for its distribution, to this extent, the settlement of this guerrilla group was evident in cities such as Tolima, Meta, Cauca, Caquetá, Putumayo, Nariño ( Ríos, 2016), among others, where the harshness of their actions interfered with economic development at all levels of life of these communities in accordance with economic development at the national level.
On the other hand, the National Liberation Army (ELN) was born as a military structure derived from the FARC-EP, a "new structure that would allow the generation, from the guerrilla nucleus, of a political -military organization with a perspective of national liberation" (Tawse, 2008, p. 273). In this sense, the ELN incorporates Christian Marxism into its ideological lines, represented by the former priest Camilo Torres, who after his death in the first combat, became the first martyr of the ELN. In this sense, the ELN incorporates Christian Marxism into its ideological lines, represented by the former priest Camilo Torres, who after his death in the first combat, became the first martyr of the ELN (Gutiérrez, 2017; Pérez, 2019). The Greeks borrowed many of their discourses, which included the love expressed through revolution, with the aim of taking power away from wealthy minorities and transferring it to the poor majority (Nevito, 2018). The proliferation of the aforementioned criminal gangs, of course, with different political orientations, resulted in territorial domination through acts of violence and the spread of fear, like a plague that snatched away the fruits of honest labor from peasant families.
3.4 THE PEACE PROCESS
"Peace cannot be maintained by force; it can only be achieved through understanding."
Albert Einstein
As this brief historical context has revealed, the importance of understanding the course of the war in Colombia is linked to the need to overcome these disastrous episodes and continue building a country with equity and social justice for all citizens. In this sense, government efforts to achieve peace began in the 1980s, under the agreements reached by the Betancourt government, achieving a cessation of hostilities until 1990, when the Gaviria government ordered a direct attack on the FARC-EP command center. Following this, through a long and ongoing dialogue, the M-19 militants laid down their weapons, and a new destiny for Colombia was charted with the reform of the then-current political constitution, thus consolidating the rule of law. By the 1990s, less powerful guerrillas continued to demobilize and the first talks were held with the FARC-EP and the ELN in 1992, which were interrupted by acts of war committed by the FARC-EP (Fisas, 2010).
Once again, Andrés Pastrana's government attempted to advance peace negotiations with the FARC-EP through the demilitarization of a large area of the country in 1998. However, this led to the insurgent force expanding its control in the region. The process was supported by the United States government in what was known as Plan Colombia. However, the Caguan Accords remained in the memory of Colombians as a utopian intention, led by the empty chair of the FARC-EP's top leader. By 2002, government retaliation again took center stage through military actions proposed by Uribe Vélez in 2002, in what was called democratic security. It is worth noting that during this period, war crimes and insecurity increased, this time caused by the state to demonstrate that confrontations were more effective than dialogue (Fisas, 2010).
Finally, in 2012, after Santos' reelection, with a clear intention for peace and effective dialogue between the government and the FARC-EP guerrillas, the demobilization of the guerrillas was achieved and the peace agreements signed in Havana were established. The event marked a milestone in the history of the Colombian armed conflict and initiated a process towards reparation for the victims, thus achieving a true rapprochement towards the restitution of the rights of those who suffered the abuses of war (Gómez, 2014). It is evident how, from a historical context, the war brought serious social consequences that affected, in different ways, the social structure, education, the economy, and, of course, the comprehensive training of children and young people who lived in the most affected rural areas, such as the towns of southern Cauca and northern Nariño.
4 ANALYSIS AND DISCUSSION OF RESULTS
4.1 THE INTEGRAL EDUCATION MODEL
"Education is the most powerful weapon you can use to change the world."
Nelson Mandela
Comprehensive education 1s education that promotes the development of a human being in the different dimensions of human development. The comprehensive education model, therefore, seeks to ensure that human beings have a complete education, encompassing each and every one of the faculties and dimensions of development (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2020).
In this sense, education is developing as a new paradigm, as the superficial transmission of knowledge in the classroom and the development of cognitive skills are not enough; ongoing training in everyday problems and the integration of ethical and moral character are also imperative, as factors that guarantee such comprehensiveness (Gutiérrez, 2013; Pérez, 2015). It 1s therefore important to mention that comprehensiveness implies the development of cognitive, emotional, social, physical, and spiritual aspects, thus achieving the formation of individuals with a personal, communal, planetary, and cosmic vision, favorable for the construction of equitable and sustainable societies (Gutiérrez, 2013; Rodríguez, 2017).
In short, Olivera (2013) believes that comprehensive education seeks a balance between knowledge, wisdom, and possessions as manifestations of power, as necessities of today's global society. Comprehensive education therefore assumes that students in the classroom see their skills and competencies strengthened in an interactive and integrative manner, thereby achieving a form of thinking that links the understanding of context with problem-solving in conjunction With various areas of knowledge. "Comprehensiveness, then, leads to conceptual and epistemic interdisciplinarity in favor of high-quality student education" (Carvalho and Nascimento, 2018, p. 89). In short, comprehensive education seeks to develop individuals in the various areas and dimensions of human knowledge, providing students with fundamental tools to consolidate critical thinking that builds the social foundation on which students develop.
4.2 EDUCATION IN RURAL CONTEXTS
"The purpose of education is to replace an empty mind with an open one."
Malcolm Forbes
It is evident that education in rural contexts is that which is developed in non-urban territories , that 1s, in decentralized areas of the State, with specific needs and characteristics. In the Colombian context, this type of education is understood to be mediated by models such as the New School, Cafam, among others that, due to their epistemic characteristics, are developed in rural areas. In simple terms, rural education is that which is located outside of municipal capitals, which are called territories (Soler, 2016). From this perspective, rural schools are understood in two contexts. The first assumes rural education as the educational exercise that takes place in areas far from the urban center; while in a social and geographical context, we speak of education developed in territories.
In the Colombian context, a third definition of rural school can be added: one that, due to the phenomenon of forced displacement, links people who are subjected to forced uprooting to being considered as a population with rural roots; that is,
In the marginal settlements of our towns, they are not automatically converted into urban populations. Consequently, even if a family has been forced by circumstances to live in the city, they are still part of the rural population and should be treated with the considerations appropriate for this sector. (Rangel, 2003, p. 10)
Under the conditions described, education, when considered a development factor, is largely related to the development of cities, since it is a system that provides human beings with tools for social coexistence and human interaction based on the development that the city requires. In this way, in rural contexts, education 1s an outline of a propensity towards better living conditions, with which they will not suffer insults caused, in this case by violence. The aforementioned leads to the assumption of the need to consider, as an important factor in the development of rural schools, the transition that exists in those people who must change social context, for the present study from rural to urban (Echeverri and Ribero, 2002).
In short, rural education is defined as the learning space developed in educational institutions located in decentralized territories, far from municipal capitals. This implies the development of a specific pedagogy, one that addresses the needs of the context, so that the teacher is conceived as a fundamental facilitator responsible for facilitating educational processes both inside and outside the classroom (Arias, 2017).
Consequently, rural education through different alternatives enables the modification of social imaginaries, since the characteristics of this context, even more so in Colombia where war can stop the student's formative process, demands a coupling with the needs of the context (Freire, 2014), which can change life routines to guide their actions towards social construction, knowing their needs and transforming them into growth opportunities (Alfarah and Bosco, 2018).
4.3 Impact of comprehensive education in rural Colombian schools with populations that are victims of armed conflict
"True education consists in bringing out the best in oneself."
Mahatma Gandhi
As previously stipulated, comprehensive education is part of a teaching process where different learnings are linked, from theoretical training and its relationship with processes that are part of everyday life, in this sense, education comes to life in the application of knowledge outside the classroom Alvarez (2003); that is, knowledge acquires validity at the moment in which learning is associated, finding a bidirectional relationship with a whole and the impact of that whole on the passage of the human being through the world, therefore, comprehensive education aims to make visible the problems, needs, strengths, and other aspects that are part of the student's environment, in order to build a link with knowledge about religion, culture, history, economy, geography, among others, as key aspects that allow strengthening their comprehensive development.
Integrality allows for the full enjoyment of the spiritual values created by humanity, paves the way for identification with these values, and determines the individual's capacity to understand their world, assume a critical stance on it, and be useful to 1t (Del Pino, 2011, p. 69).
In accordance with the above, violence within rural areas is immersed in the environment, the quiet life of the countryside becomes a pendulum where moving to misfortune is the exchange of light moments of peace, to this extent, education within rural areas must talk about violence, in a dialogical process that is experienced in different ways with the actors of the armed conflict, because words blur when taking up a rifle, however, their actions speak louder than a thousand words and education in these contexts aims to carry out critical - reflective processes on reality, and the context surrounding the student, in order to build formative processes with which the student can understand their reality, and guide their academic development towards integral development, finding possibilities within the limitations offered by their environment, it is then inferred that comprehensive education enhances the search for options to improve the quality of life of the student and the environment, with tools that enable the transformation of the imaginaries that war presents.
To this extent, one 1s integral when one understands the repercussions of human action, positively or negatively, within the social context. In this sense, education, to the extent that it transmits knowledge, relates the impact of these actions on reality, even more so within the peasantry, rescuing their value as active agents within social construction.
According to Álvarez (2003), comprehensive education focuses on the study of oneself to achieve the transformation of the environment, involving the search for solutions from professional or trade actions, in the same way, affective, social, emotional, cultural aspects, among others, enabling the optimal development of the personality, so that comprehensiveness in training is the union of both specific knowledge and emotional management, in order to contribute to social construction.
Now, the armed conflict has a great impact within schools, continuity is fragmented With each combat, with each harassment and the teaching staff is constantly intimidated (Valencia et al, 2015), a reason that leads to think about the fragility of education about children not valued in the countryside, talking about comprehensive education in the countryside leads to thinking about how to teach classes within the limitations and finding possibilities that improve the life plan and the vision of the student about the future, it is to ratify the value that is found within the knowledge of the peasants, of the value of the countryside for society, factors that directly affect the development of the student's personality.
The Colombian armed conflict has limited students' way of thinking due to factors beyond their control. War symbolizes social deterioration at the hands of armed agents, violating people's human rights as a justification for their ideal of struggle. Faced with this reality, education must transform students' perceptions, who may be forced to participate in the war through forced recruitment or join voluntarily, believing that they will find a way to support themselves in the ranks (Valencia et al., 2015). In this context, comprehensive education is established as a necessity that responds to the particularities of the environment, reinforcing ethical and moral values in the search for an identity that allows them to consolidate their life project. Likewise, understanding the surrounding reality enables a clear vision of the conflict and its consequences, since knowledge of the repercussions of war significantly impacts education.
On the other hand, the efforts of the Colombian State to guarantee the right to education have maximized the deployment of the army in areas with a high presence of armed conflict and in minefields in order to protect the population, in the same way, educational coverage has increased, in addition to complementing the food programs within educational centers (Palacios, 2017), however, it is an insufficient task when the problem of war starts from a problem of social inequality, injustice, of exceeding ethical and moral limits for the ideals of a fight towards a freedom with blood stains, consequently, education is established as a tool for the liberation of thought and the strengthening of the potential of human beings, it is also a tool that allows the student to know how their actions affect the world, deepening the impact of decisions within personal and collective life with instruments that enable actions to build their thinking, transcending the barriers of discourse.
Consequently, the rural sector, where armed conflict is present, faces an endless list of problems and limitations for its inhabitants, such as:
In zones of armed conflict, other issues such as educational attainment and the quality and timeliness of educational services have been neglected, as they do not meet social needs and educational institutions are not agents of transformation. This situation has led to the isolation of the educational system, low enrollment rates, and high dropout and grade repetition rates, which in turn have a significant impact on poverty levels, thus impeding the full exercise of rights. (Asocajas, as cited in Palacios, 2017, p. 7).
In this context, education is losing its value within these populations, a reason that leads us to think about temporary failures of educational institutions in these areas, given that the impact of the armed conflict is not only physical but also on the social imaginaries of progress, wealth and development within the community, as well as on the influence of these on educational agents. In this sense, education loses its value when the hope of finding in it a way out, an opportunity and a way of life is lost.
The reflection is constant, given that the war in Colombia is incessant, the armed actors have changed their name but their presence remains as crude as the ghosts of the past and the fields continue to be stained with the blood of innocents, comprehensive education mentions the development of human potential despite the limitations of the same Alvarez (2003), therefore, it is an education that should be provided to the peasantry as a way to ratify the hope to find alternatives for a dignified life and in peace, where the war starts from the analysis of personal failures or errors in order to contribute optimally to social construction, in essence, comprehensive education wants to give back to the peasant what the conflict took away, making the value of human dignity, respect, solidarity and the common benefit rise from the ashes without promoting individual benefit where one has to surpass others to achieve it, as in historical memories and Colombian realities.
Comprehensive education makes it possible to know and investigate the environment, to understand the diverse realities, however, understanding and understanding that reality does not imply agreeing with what happens, or accepting reality simply because things have been that way for a long time, education will continue to be a liberating tool (Freire, 2014), which motivates the construction of thought based on service and social construction, this education aims to teach factors necessary to understand and transform the environment in which one lives, since by understanding it is assigned a value that transcends the monetization of it, understanding the value of the territory as an anchor for life projects, the value of work, the impact of actions on the personal and collective interests of the community, in essence, comprehensive education seeks to provide tools through the transmission of knowledge and skills, the development of ethical, moral and social values, which allows the student to understand reality outside the classroom and build on it with instruments suitable to face it.
Considering the above, education today must seek to remedy social problems, including the lack of values such as respect and solidarity. It must also redefine violent scenarios in a search for a historical memory that allows us to find answers and solutions to current problems in the errors of the past. In essence, education today must speak of peace, based on comprehensive models, as Galtung, J. (1967) stated, where indigenous malice, servility, disrespect for the family as the primary form of government, and for others are no longer praised. In this sense, speaking of peace means speaking of self-evaluation based on the role one plays within society, an assessment that allows one to define the contributions one makes as citizens, one's personal potential, as well as one's limitations, all with the goal of growing from within to consciously contribute to social construction.
In line with the above, "comprehensive education includes the concept of totality, an education of the complete man, a harmonious development of each and every one of his faculties and dimensions as well as the values that derive from them" (Álvarez, 2003, p. 159), in that totality framed in the Colombian armed conflict, the needs of the inhabitants, the difficulties and limitations must be understood, however, they should not be a justification for lowering the educational level, on the contrary, educational processes must be increased in order to level students academically with the rest of the country, make them aware of their abilities and work on their weaknesses, train from value and respect for others, raise awareness about the social responsibility that each citizen has in order to improve the conception of their environment and of themselves, it is a pedagogy that must train students on how their time in the world creates an impact, affects it in a positive and negative way, in this sense, the scenario for integrative education is one where social needs exceed limits, since it is the form of expression of the hope of a society that needs change.
Consequently, "the individual, by developing their faculties and having a clear selfawareness of who they are, where they are and what place they occupy in the world, is more prepared to understand and face the challenges of their historical moment" (Del Pino, 2011, p.b69), because of the above, societies and human thought are changing and growing, despite a war of more than 50 years and generational changes, rural schools notice the changes slowly, however, they must prepare for life, so that the student does not leave school with an idealized life in speeches, with dreams based on clear objectives that allow them to achieve them, educate from reality with instruments that are part of their environment, teach financial education, emotional management, citizenship skills, social aspects that enable the practice of theoretical content, suitable professionals with a cultivation of values that allow them to be good people regardless of the position they hold and that they continue to be so in their moments of leisure and rest, today's society asks cries for changes, however, the question no longer lies in investigating them, but in taking actions that enable and guarantee these changes, with the new generations assuming responsibility for them, where those who have already lost their voice have placed their hopes.
On the other hand, comprehensive education must influence the creation of a culture of peace, with a clear manifestation in the resolution of conflicts in schools (Areiza, 2014), with pillars based on respect, solidarity and service, taking into account that "the culture of peace is based on attitudes, behaviors and values that stimulate the recognition and acceptance of differences, as well as the fundamental rights and freedoms of each person" (Álvarez et al., 2021, p. 82), in this sense, the pedagogical work of the school in areas of armed conflict 1s to build a culture of peace, where comprehensive education 1s taken as the axis in promoting the human potential of students as the main agents of peacebuilding.
Now, to infer whether or not comprehensive education impacts the development of rural school students who are victims of the armed conflict, it is also pertinent to understand whether the education system in Colombia, and specifically in its rural areas, has been transformed, clearly in relation to the technological and social needs of the areas where acts of violence occurred and continue to occur.
As the first reference in the history of education in rural areas, it is pertinent to consider the Unitary School, promoted by UNESCO to overcome the needs unmet by the traditional system in rural or marginalized areas, where each grade of schooling has a small number of students. This model, over the years and in response to the needs of the rural population, became the basis for what is known as the New School, a teaching model in which the student 1s the active center of learning and the teacher is a facilitator of knowledge. A characteristic of this model is the connection between students in any grade of primary school, especially in the Colombian case. Harris, (2004).
While the evolution of educational models in rural areas has been relevant and meets the needs of the population, it does not address current educational needs, where technology is a fundamental factor for the comprehensive development of students. Therefore, there is currently no adapted or unique model that addresses the emerging needs of rural education.
However, in Nariño, the Departmental Secretariat of Education is currently implementing the development of STEAM (Science, Technology, Engineering, Arts, Mathematics) classrooms. These classrooms are part of an educational model of the same name, Which stands for science, technology, engineering, arts, and mathematics. These classrooms integrate knowledge from these areas to solve common problems in society. The STEAM method has specific development methods that enable and enhance the scope of curricular integration (Descamps, 2019). However, this model is not entirely favorable for the rural population because it requires constant access to information and communication technologies, making it ineffective for integrating knowledge in rural schools that are victims of the Colombian armed conflict.
Therefore, the comprehensive education model is relevant for the cognitive and psychological development of students belonging to rural schools that are victims of the armed conflict, since it consists of merging the theoretical, practical and emotional components in academic training. In this way, subjects are formed that are aware of their context, with a critical vision and generators of effective solutions to the problems of their context. In other words, comprehensive training directly affects the formation of the subject because it trains them in the scientific and psychic fields, thus achieving a sensitive subject capable of contributing to the social construction of their context.
The construction and adoption of a comprehensive educational model in rural areas where war is part of the context is imperative because it consolidates a secular worldview to the primary thought that involves a traditional educational model in which the possibilities of personal growth are segmented. However, rural education in Colombia is clearly a challenge in the post-agreement era, since the first point of the peace agreements signed in Havana in 2016 states that rural education requires universal coverage, mainly with regard to early childhood, the implementation of flexible models of preschool, basic and secondary education, as well as the construction and adaptation of the physical plant of schools, the availability of qualified teaching staff and access to information technologies ( Parra Triana, A., Mateus Arbelaez, J. & Mora Cubillos, Z. 2018).
In this sense, the importance of serving the rural student population focuses on compensating for the effects caused by the war, given that this phenomenon affects social, political, economic, and historical structures due to its anti-democratic and intolerant repercussions inherent to the conflict. Therefore, schools affected by human rights violations require open educational models that promote the construction and development of citizenship (Ballesteros, 2020, p. 54).
It is understandable then that the educational institutions affected by the armed conflict in Colombia present complex social, political and economic characteristics, which evidence the socioeconomic consequences of these communities; this reality, coupled with the inefficiency of the state, leads to the determination that there is a neglect that threatens the development of educational institutions and, in turn, the rural environment. This assertion resolves the previous idea, which mentions that rural educational models in Colombia have not advanced, since there is evidence of a setback in the formative process, regarding the quality and permanence in the schools of the territories (Ballesteros, 2020).
In the same sense, Ballesteros (2020) expresses that the final peace agreement signed with the FARC-EP considers that rural education must be addressed in a comprehensive manner, ensuring that the child and youth population of the areas affected by the armed conflict have a quality education system, with broad coverage, guaranteed permanence and relevance in the training processes. It should be noted that permanence is intended to be achieved through a program for productive young people in the countryside in order to contribute to the construction and sustainable rural development. In this order of ideas, education is fundamental for the processes of reparation and attention of communities, since educational models or systems can be the means in which societies generate conditions of violence detonating a conflict or, in the opposite and favorable case, tend towards the construction of peaceful societies that move away from acts of war and seek to achieve peace. (Ospina, 2016, p. 21).
For this reason, the impact of comprehensive education is summarized in the need to strengthen education in rural areas as a commitment to building a country that promotes a culture of peace, in order to transform relationships between social actors and prevent the repetition of acts of violence. In other words, comprehensive education focuses on building spaces for peace, in which the knowledge and human development of students are essential for transforming social imaginaries about the social actions of citizens and thus transforming violent actions into forgiveness, peace, justice, and reparation, from the school context.
That is to say, the impact of the comprehensive education model on rural schools where acts of violence were perpetrated lies in how it enables social transformation through the development of critical actors who, using their theoretical and practical knowledge, transform the reality of their territories, thereby achieving the development of conflict zones and achieving economic, political, and social reparation from an educational perspective.
5 CONCLUSIONS
Over the past 50 years, the war in Colombia has generated a series of social changes focused on areas such as politics, economics, scientific development, health, education, and other fields. From an educational perspective, the conflict is considered to leave an inalterable legacy in which the social imaginaries imposed by the war define actions in society that, from a pedagogical perspective, alter students' life plans. It is evident how war transforms the worldview of children and young people, since in a violent context, they are reduced to being collaborators with illegal armed groups or detractors of state-run armed groups. In short, war creates soldiers for two sides, regardless of whether they are brothers.
The legacy of armed conflict in rural Colombia is a significant obstacle to educational development. War not only disrupts the continuity of education but also transforms the life goals of young people, who may be drawn into the ranks of armed groups. Comprehensive and contextualized education 1s crucial to offering alternatives to young people, fostering the development of skills and values that allow them to overcome the limitations imposed by violence.
Comprehensive education is presented as an effective strategy for addressing educational challenges in rural contexts affected by conflict. This approach focuses not only on cognitive development but also on students' emotional, social, and ethical growth. The implementation of educational models such as STEAM can be beneficial, but it is essential to adapt them to local realities, ensuring access to the technology and resources necessary for meaningful learning.
It is essential to adopt educational models that respond to the specific needs of rural communities affected by the armed conflict. Comprehensive education must promote the development of critical individuals, aware of their environment, and capable of contributing to the reconstruction and development of their communities. This involves not only the transmission of academic knowledge but also the instillation of values of peace, justice, and equity.
Comprehensive education stands as a fundamental tool for social transformation in rural areas of Colombia affected by the armed conflict. By promoting a comprehensive education that encompasses cognitive, emotional, social, and ethical aspects, it facilitates the creation of a culture of peace and community healing. It is crucial that educational policies consider these dimensions and adapt to local needs, providing the necessary resources and support to ensure quality education that contributes to sustainable development and social cohesion. In this way, the cycle of violence can be broken and a more just and equitable future built for future generations.
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