Objective:

to show the intellectual production of the academic network of Pedagogies, Peace and Resilient Populations (PPPR) and its social relevance based on documents of the Educator State.

Originality/contribution:

J oint work was carried out (groups and institu tions) for the analysis of emerging pedagogies, decolonial peace and resilient/ vulnerable populations, to improve the quality of life of the sector of the po pulation that has been a victim of political-social conflicts. But also to sensitize the population on a particularly neuralgic issue that concerns the Colombian nation and supranational framework.

Method:

ethnographic and pluriverse, for this we reflect on the concrete experiences lived at work; and the social impact in the Cundiboyacense context is presented, as well as the actors and the ways of interacting with the commu nity and its projection in the future.

Strategies/information collection:

The data is filtered from the following sources of study: 1. Combined categories presented to the Scientific Com munity, among them: Transmodern Peace, Alternative Pedagogies; Resilience Pedagogy; and History of Transmodern Education; 2. Scientific dissemination events; 3. Academic productivity within the research line; 4. The creation of academic programs, e.g. The Doctorate in Education Sciences at the University of Cundinamarca (UdeC); and 5. Research projects completed and in progress. We place ourselves epistemologically in the decolonial and transmodern turn.

Conclusions:

It is concluded that the PPPR network is committed to the formation, socialization and internationalization with a social rate of return in which the scope of the Final Peace Agreement is internalized. Today, with the results of the Final Truth Report, it is outlined with a prospective vision that vindicates local and translocal environments, as well as the globalized localism.

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