Pedagogical guidelines for teaching the historical memory of the Colombian armed conflict

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dc.contributor.authorArdila Behar, Carolina
dc.contributor.authorBehar Leiser, Olga
dc.date.accessioned2025-07-10T16:18:16Z
dc.date.available2025-07-10T16:18:16Z
dc.date.issued2024
dc.description.abstractThis research aims to define pedagogical guidelines to apply to the teaching of the historical memory of the Colombian armed conflict. It is framed by the need to unify the knowledge related to the pedagogy of memory, through the experiences of individuals involved in processes of reconstruction and teaching of historical memory in Colombia. For this, a phenomenological study with a qualitative approach is carried out, using the specialized semi-structured interview technique. The results indicate five pillars for the development of the pedagogy of memory in the context of the Colombian armed conflict: (1) life stories, (2) commitment to human and democratic values, (3) temporality of memory, (4) categories of violence and (5) non-formal education.
dc.identifier.citationArdila-Behar, C., & Behar-Leiser, O. (2024). Pedagogical guidelines for teaching the historical memory of the Colombian armed conflict. International Journal of Educational Research, 125, 102360. https://doi.org/10.1016/J.IJER.2024.102360
dc.identifier.issn08830355
dc.identifier.urihttps://repositorio.usc.edu.co/handle/20.500.12421/7347
dc.language.isoen
dc.publisherElsevier Ltd
dc.subjectArmed conflict
dc.subjectEthical education
dc.subjectHistorical memory
dc.subjectNonformal education
dc.subjectPedagogy
dc.subjectViolence
dc.titlePedagogical guidelines for teaching the historical memory of the Colombian armed conflict
dc.typeArticle

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