Abstract

LOAIZA ZULUAGA, Yasaldez Eder; ARCILA RODRIGUEZ, William Orlando  and  PANTOJA, Paula Tatiana. Remembering the armed conflict: insights from teachers in Caldas, Colombia. Prax. Saber [online]. 2025, vol.16, n.45, 9.  Epub Jan 17, 2026. ISSN 2216-0159.  https://doi.org/10.19053/uptc.22160159.v16.n45.2025.18600.

Armed conflict is a social phenomenon that generates trauma, forced displacement, and social ruptures due to clashes between organized illegal armed groups. This phenomenon has not only impacted the civilian population but has also affected schools. This article explores memories of the Colombian armed conflict through the narratives and experiences of teachers who directly lived through these situations during their professional careers. It also examines the capacities they demonstrated to contribute to peacebuilding and harmonious coexistence within the school environment. The study was conducted in the Caldas municipalities of Marquetalia and Riosucio, which were deeply affected by armed conflict. In these contexts, teachers experienced various forms of violence that significantly influenced their personal lives, lived experiences, and professional performance. In this sense, drawing on the logic of the hermeneutic-phenomenological method, anecdotes, memories, and especially lived experiences were recovered to shed light on the ways in which teachers, beyond being resilient victims, acted as mediating agents capable of transforming conflict scenarios into opportunities for education, coexistence, and peace.

Keywords : memory; peace; armed conflict; teachers; school; territory.

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