Peace education: Guidelines, challenges, and perspectives in Colombia
Main Article Content
Keywords
Peace education, Teacher training, Curriculum, School participation, Educational policies
Abstract
This review article traces the development and scope of peace education in Colombia, from its introduction in public policies to its implementation in educational settings. The research arises from the need for stronger pedagogical practices focused on coexistence, social justice, and civic education. Its purpose is to rigorously assess the normative and pedagogical frameworks that support the practice of peace education, while identifying the frictions, gaps, and possibilities for its consolidation. Based on a systematic process that involved the analysis of relevant policy documents, academic research, and educational experiences from 2018 to 2024, this study adopts a qualitative approach with a narrative review focus. The findings reveal that, although there has been some progress in the curricular inclusion of peace as an educational axis, there are still limitations related to teacher training, contextual relevance of pedagogical resources, and interinstitutional coordination. Success stories of participatory and restorative strategies that enhance school climate and community engagement are recognized. Therefore, this article contributes to the academic discussion by suggesting reflective approaches and guidelines that support a necessary, critical, and contextbased peace education within the Colombian educational system.
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