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The academic network of pedagogies, peace and resilient populations: its productivity and social relevance

Abstract

Objective: to show the intellectual production of the academic network of Pedagogies, Peace and Resilient Populations (PPPR) and its social relevance based on documents of the Educator State.

Originality/contribution: Joint work was carried out (groups and institutions) for the analysis of emerging pedagogies, decolonial peace and resilient/vulnerable populations, to improve the quality of life of the sector of the population that has been a victim of political-social conflicts. But also to sensitize the population on a particularly neuralgic issue that concerns the Colombian nation and supranational framework.

Method: ethnographic and pluriverse, for this we reflect on the concrete experiences lived at work; and the social impact in the Cundiboyacense context is presented, as well as the actors and the ways of interacting with the community and its projection in the future.

Strategies/information collection: The data is filtered from the following sources of study: 1. Combined categories presented to the Scientific Community, among them: Transmodern Peace, Alternative Pedagogies; Resilience Pedagogy; and History of Transmodern Education; 2. Scientific dissemination events; 3. Academic productivity within the research line; 4. The creation of academic programs, e.g. The Doctorate in Education Sciences at the University of Cundinamarca (UdeC); and 5. Research projects completed and in progress. We place ourselves epistemologically in the decolonial and transmodern turn.

Conclusions: It is concluded that the PPPR network is committed to the formation, socialization and internationalization with a social rate of return in which the scope of the Final Peace Agreement is internalized. Today, with the results of the Final Truth Report, it is outlined with a prospective vision that vindicates local and translocal environments, as well as the globalized localism.

Keywords

Peace, Pedagogies, Resilience, Transmodernity

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Author Biography

José Pascual Mora García

Investigador del Doctorado de la Universidad de Cundinamarca. Fusagasugá. Colombia. Posdoctorado UPTC,  Investigador categoría Asociado (I), convocatoria de Colciencias 2019 y ratificado 2022. Grupo de Investigación HISULA y Sumapaz, Universidad de Cundinamarca. Coordinador Grupo de investigación HEDURE, Universidad de Los Andes-Táchira. Profesor Titular Emérito de la Universidad de Los Andes-Táchira. Proyecto de Investigación (en proceso) Pedagogías, Paz y Poblaciones resilientes en clave Transmoderna, de la Universidad de Cundinamarca.

Juan Guillermo Mansilla Sepulveda

Investigador de la Universidad Católica de Temuco, Chile. Grupo de Investigación HISULA, Universidad Pedagógica y Tecnológica de Colombia. Co-investigador del Proyecto Fondecyt Regular Proyecto N° 1221433 “Discursos pedagógicos sobre el valor formativo de la enseñanza histórica. Estudio desde la formación inicial del profesorado”.

José Del Carmen Correa Alfonso

Investigador categoría Junior (J), Grupo de investigación SumaPaz, Arado, HISULA. Doctor en Educación de la Universidad de la Salle de Costa Rica. Magíster en Administración de Empresas, Magíster en Gestión de la Calidad de la Educación Superior. Administrador de Empresas. Vinculado con la Universidad de Cundinamarca y Catedrático de la Escuela Superior de Administración Pública –ESAP. Investigador y par evaluador ante Minciencias.

Raul Olmo Fregoso Bailón

Full time professor-researcher, Department of Teaching and Learning. The University of Texas Rio Grande Valley International Advisory Committee UNESCO Chair in Democracy, Global Citizenship and Transformative Education


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