Explanation of perceptions about armed violence from the imaginary of rural teachers
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Keywords
Armed violence, Labor experiences, Social experiences, Conflicto, Rural zone
Abstract
This dissertation is based on a doctoral study carried out based on the perceptions of armed violence from the representations of the rural teacher as a witness and protagonist, in various conflict zones in the Department of Córdoba, Colombia, where the problem lay in the essence of the narratives in which the worldview and experience of the teacher regarding the armed conflict have been encrypted, whose hidden, silenced ideologies, allowed explaining the perceptions that give shape, as well as meaning, to the significant entities related to the object of study. From this, a series of categorical units was defined that allowed the articulation of diverse knowledge, elements, reflections, aimed at enriching the initial theoretical-referential framework for the development of the research, which was attached to the interpretive paradigm, qualitative approach, to through hermeneutics as a methodological design, where intentional sampling allowed the consolidation of 17 informant teachers, with whom a focus group was carried out, but also, an in-depth interview took place there. All this made it possible to conclude that for the rural teacher, armed violence is a scenario of incessant confrontation with multiple causes, but in general, fueled by particular interests that express factions that are difficult to reconcile and understand, which generates important incidents both in their identity, as in the professional practice carried out in educational institutions, due to fear and permanent anxiety.
References
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Carlos Mario Soto Carrascal, University of Tijuana, Mexico
This dissertation is based on a doctoral study carried out based on the perceptions of armed violence from the representations of the rural teacher as a witness and protagonist, in various conflict zones in the Department of Córdoba, Colombia, where the problem lay in the essence of the narratives in which the worldview and experience of the teacher regarding the armed conflict have been encrypted, whose hidden, silenced ideologies, allowed explaining the perceptions that give shape, as well as meaning, to the significant entities related to the object of study. From this, a series of categorical units was defined that allowed the articulation of diverse knowledge, elements, reflections, aimed at enriching the initial theoretical-referential framework for the development of the research, which was attached to the interpretive paradigm, qualitative approach, to through hermeneutics as a methodological design, where intentional sampling allowed the consolidation of 17 informant teachers, with whom a focus group was carried out, but also, an in-depth interview took place there. All this made it possible to conclude that for the rural teacher, armed violence is a scenario of incessant confrontation with multiple causes, but in general, fueled by particular interests that express factions that are difficult to reconcile and understand, which generates important incidents both in their identity, as in the professional practice carried out in educational institutions, due to fear and permanent anxiety.