Publicación: Evaluación del diseño del programa educativo Aulas en Paz desde teorías psicológicas sobre el perdón, la reconciliación y la reparación
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Universidad de los Andes
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Fecha
2018
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Descripción general
La capacidad para perdonar, reconciliarse y reparar daños es fundamental para la convivencia pacífica y para la construcción de paz, especialmente en contextos como el colombiano en el que ha habido niveles tan altos de violencia. Aulas en Paz es un programa que fue diseñado para promover la convivencia pacífica en grados de primaria y que ha mostrado efectos significativos en la convivencia. Lo que buscó este estudio fue evaluar el diseño del programa de Aulas en Paz basado en los planteamientos de los expertos que han investigado acerca del perdón, reconciliación y reparación. Para esto, se analizó el diseño de las sesiones de Aulas en Paz para los cursos de 2° a 5° en los componentes de Aula y Grupos Heterogéneos. Adicionalmente se hicieron unas entrevistas a los diseñadores e implementadores del programa, en las que se daba cuenta de la manera cómo se enseñan los procesos de perdón, reconciliación y reparación. También las competencias necesarias para alcanzarlos y la manera como estas se trabajan en las sesiones encontradas. Los resultados indican que en Aulas en Paz se enseña de manera intencionada y explícita para el componente de Aula y Grupos Heterogéneos el proceso de la reparación. En contraste, la reconciliación y el perdón se enseñan en algunas sesiones del componente de Aula de manera implícita. Se encontró que las competencias necesarias para alcanzar los procesos de perdón, reconciliación y reparación son: empatía, toma de perspectiva, generación creativa de opciones y consideración de consecuencias
The ability to forgive, to be reconciled and to repair damages is fundamental for peaceful coexistence and for the construction of peace, especially in contexts such as Colombia, where there have been such high levels of violence for so long. Aulas en Paz is a program that was designed to promote peaceful coexistence in elementary grades and has shown significant effects in peace building. What this study sought was to evaluate the design of the Aulas en Paz program based on the approaches of the experts who have researched about forgiveness, reconciliation and reparation. For this, the design of the sessions of the program were analyzed for the Classroom and Heterogeneous group component from 2nd to 5th grade. Additionally, interviews were conducted with the designers and implementers of the program, in which they gave information about how the processes of forgiveness, reconciliation and reparation were being taught. Also the necessary skills to achieve them and the way they are developed in the sessions found. The results indicate that in Aulas en Paz, the repair process is taught intentionally and explicitly for the Classroom and Heterogeneous Groups component. In contrast, reconciliation and forgiveness were only taught in some sessions of the Classroom component implicitly. It was found that the skills necessary to achieve the processes of forgiveness, reconciliation and reparation are: empathy, perspective taking, creative generation of options and consideration of consequences.
The ability to forgive, to be reconciled and to repair damages is fundamental for peaceful coexistence and for the construction of peace, especially in contexts such as Colombia, where there have been such high levels of violence for so long. Aulas en Paz is a program that was designed to promote peaceful coexistence in elementary grades and has shown significant effects in peace building. What this study sought was to evaluate the design of the Aulas en Paz program based on the approaches of the experts who have researched about forgiveness, reconciliation and reparation. For this, the design of the sessions of the program were analyzed for the Classroom and Heterogeneous group component from 2nd to 5th grade. Additionally, interviews were conducted with the designers and implementers of the program, in which they gave information about how the processes of forgiveness, reconciliation and reparation were being taught. Also the necessary skills to achieve them and the way they are developed in the sessions found. The results indicate that in Aulas en Paz, the repair process is taught intentionally and explicitly for the Classroom and Heterogeneous Groups component. In contrast, reconciliation and forgiveness were only taught in some sessions of the Classroom component implicitly. It was found that the skills necessary to achieve the processes of forgiveness, reconciliation and reparation are: empathy, perspective taking, creative generation of options and consideration of consequences.
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