Abstract

AGUDELO-TORRES, José Federico; CLAVIJO-ZAPATA, Sandra Juliet  and  VANEGAS-ROJAS, Marlon. School Culture in Armed Conflict Areas: From individual Domain to Collaborative Work. Rev. colomb. educ. [online]. 2022, n.84, e205.  Epub Oct 26, 2022. ISSN 0120-3916.  https://doi.org/10.17227/rce.num84-11318.

Based on the implementation of lived experience narratives, this article intends to recognize the professional and pedagogical cultures of those teachers who live in distant regions affected by the armed conflict. For that reason, a qualitative research project was conducted following a biographical narrative perspective. As to reconstruct the information generated, an analysis matrix was designed to identify recurrent and relevant issues emerging from the participants' voices. These issues became thematic axes and emergent categories.

Concerning the findings, three major significant topics were identified, that is, the close relationships between teachers' professional exercise and their school realities of fear and anxiety, the necessity to nurture the collaborative cultures, and the importance of transforming the school into a suitable scenario for resilient identities.

Keywords : school; education; teacher; narrative research.

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