Memorias y prácticas docentes sobre el conflicto armado Interno en una I.E rural en Pangoa
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2019-11-08
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Pontificia Universidad Católica del Perú
Abstract
La presente investigación busca conocer las memorias de los docentes y su rol en las prácticas
docentes en torno al Conflicto Armado Interno (CAI), en una institución educativa pública y
rural, de nivel Secundaria, en el distrito de Pangoa, región Junín, Perú.
El estudio es de tipo cualitativo y se realizó considerando como caso a la institución educativa
(I.E), siendo las y los participantes 8 docentes (6 hombres y 2 mujeres), utilizando como criterio
principal haber vivido el CAI en Junín, una de las regiones más afectadas del país y que
actualmente, al ser zona VRAEM, se encuentra declarada en emergencia por la presencia del
narcotráfico. Se realizaron principalmente entrevistas individuales y se utilizó la observación
participante y el diario de campo como formas de registro. En los aspectos éticos, se consideró la
noción de ética relacional, partiendo de la familiarización y participación transversales a lo largo
de las etapas, incluyendo la socialización de los resultados. A nivel de resultados y conclusiones,
se encontró lo siguiente: 1) las memorias docentes se posicionan como relatos subalternos, donde
la violencia continúa vigente en las comunidades, rompiendo con la temporalidad comprendida
en narrativas oficiales como el informe de la CVR; 2) en este contexto, la violencia social y
estructural interviene en la construcción de subjetividades, donde la “Otredad” limita el
reconocimiento positivo de la diversidad, reproduciendo relaciones de poder asimétricas en la
escuela; 3) las memorias en torno al CAI, median la práctica docente a través del “currículo
oculto”.
Por ello, se propone el trabajo con docentes a partir de sus memorias -reconociendo el potencial
de volverse “memorias ejemplares”- desde una perspectiva crítica y de derechos humanos para la
construcción de una subjetividad política y ciudadana, que integre la participación de los
diferentes actores sociales en el abordaje de políticas públicas.
The present investigation seeks to know the rol of the teacher´s memories on the Internal Armed Conflict (IAC) in their teaching practice, in a public and rural educational institution, of Secondary education, in the district of Pangoa, Junín region. The study was conducted from a qualitative approach, focusing on the educational institution as case study, and taking 8 teachers (6 men and 2 women) as participants. The main criterion was having lived during the IAC, in Junín, one of the most affected regions and that, being a VRAEM zone, is currently declared in emergency due to the presence of drug trafficking. For the most part, individual interviews were conducted, and participant observation and field notes were used as registration forms. In the ethical aspects, the notion of relational ethics was considered, starting from a transversal familiarization and participation throughout the stages, including the socialization of the results. Regarding the results and conclusions, 1) teachers’ memories are positioned as subaltern stories, where violence continues in force in the communities, breaking with the linear and temporal logic imposed by official narratives such as the CVR report; 2) in this context, social and structural violence intervenes in the construction of subjectivities, where the "Otherness" restricts the positive recognition of diversity, reproducing asymmetric power relations inside the school; 3) the memories surrounding the IAC mediate the teaching practice through the "hidden curriculum". Therefore, it is proposed to work with the teachers from their own memories -recognizing the potential of becoming “exemplary memories”- to assume a critical perspective based on the respect of human rights for the construction of a political and citizen subjectivity, which integrates the participation of the different social actors for an approach based on public policies
The present investigation seeks to know the rol of the teacher´s memories on the Internal Armed Conflict (IAC) in their teaching practice, in a public and rural educational institution, of Secondary education, in the district of Pangoa, Junín region. The study was conducted from a qualitative approach, focusing on the educational institution as case study, and taking 8 teachers (6 men and 2 women) as participants. The main criterion was having lived during the IAC, in Junín, one of the most affected regions and that, being a VRAEM zone, is currently declared in emergency due to the presence of drug trafficking. For the most part, individual interviews were conducted, and participant observation and field notes were used as registration forms. In the ethical aspects, the notion of relational ethics was considered, starting from a transversal familiarization and participation throughout the stages, including the socialization of the results. Regarding the results and conclusions, 1) teachers’ memories are positioned as subaltern stories, where violence continues in force in the communities, breaking with the linear and temporal logic imposed by official narratives such as the CVR report; 2) in this context, social and structural violence intervenes in the construction of subjectivities, where the "Otherness" restricts the positive recognition of diversity, reproducing asymmetric power relations inside the school; 3) the memories surrounding the IAC mediate the teaching practice through the "hidden curriculum". Therefore, it is proposed to work with the teachers from their own memories -recognizing the potential of becoming “exemplary memories”- to assume a critical perspective based on the respect of human rights for the construction of a political and citizen subjectivity, which integrates the participation of the different social actors for an approach based on public policies
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Keywords
Educación rural--Perú--Junín, Región, Personal docente--Perú--Junín, Región--Condiciones sociales, Educación secundaria--Perú--Junín, Región, Violencia política--Perú--Junín, Región, Terrorismo--Perú--Junín, Región, Víctimas del terrorismo--Perú--Junín, Región, Pangoa (Satipo : Distrito)--Condiciones sociales, VRAEM (Perú)--Condiciones sociales
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