Reflections on rural pedagogical practices and their role in children's culture of peace

Abstract

By reviewing numerous backgrounds, it is possible to identify a need to urgently address rural pedagogical practices in Colombia, a country affected by territorial gaps and the aftermath of an armed conflict, as the methodologies are insufficient to promote peace and coexistence in early childhood. For this reason, this reflective article aims to address pedagogical practices in rural early childhood as key settings for the construction of a culture of peace. Based on a methodology with a qualitative approach and a reflective review of figures such as Freire, Vygotsky, and Jarés, the tensions and potentialities of situated, emotional, and dialogic education are examined. The urgency of incorporating practices that recognize cultural diversity, promote empathy, and encourage community participation from an early age is emphasized; in these practices, the teacher is a key agent for peace, through whom the school should serve as a space to strengthen ancestral knowledge with critical pedagogy. Likewise, the role of rural families and teachers as agents of social transformation and builders of peace is emphasized, highlighting experiences and ideas that link the curriculum to vulnerable contexts. The results allow for the identification of key areas for curricular innovations that strengthen coexistence and territorial equity from early childhood, which is important considering that early childhood is a crucial period for instilling principles of dialogue, coexistence, and recognition of the rights of others. In conclusion, it is confirmed that a culture of peace in rural early childhood is a daily construction with pedagogical practices that are contextualized, emotional, and respectful of the cultural diversity of the territories.