Doctorado Interinstitucional en Educación con Énfasis en Lenguaje y Educación

La educación rural en zonas afectadas por el conflicto armado: estudio del ideologema paz territorial

Derived from the signing of the Peace Accords (2016), a series of challenges arose in relation to rural education, which is seen as an axis that underpins the construction of Territorial Peace. In this sense, the article gives an account of the meanings that rural teachers in Arauca give to the maximum enunciative Territorial Peace, proposed from the official discourse. Thus, the theoretical framework presents the central categories: rural education and the notion of ideologeme from the glotopolitical perspective. The methodology shows the qualitative approach of the research. Likewise, the systematization and analysis of information starts from elements of a pragmatic order, where illocutionary speech acts are considered in relation to their configuration within ideological systems. The analysis is developed from the places of enunciation in which rural teachers are located, namely: the valuation of self-experience, the experience of the profession of being a teacher in relation to community life and institutional functioning. The results and final discussion show that reproduction and modes of circulation of Territorial Peace is associated with situations of humiliation and contempt that teachers claim to have experienced in communicative exchanges with armed actors. Likewise, the teachers established relationships between: the real territory and the time of the uncertainty of returning to war and, b) the lived territory and the time of human concern. On the other hand, the resistance and interpellations found in this thesis, which the teachers associate with the Territorial Peace ideologeme, are linked to: a) the struggle for recognition of their work as teachers in the territory; b) appeals to the state to achieve better working and living conditions in the midst of a precarious educational system; c) new ways of acting, through which teachers position themselves as managers of the territory of the human, that is, the latter as subjects of change who struggle to transform their social and educational reality.

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