Inclusive quality education, a challenge in the context of the armed conflict in Colombia

Abstract

The armed conflict is a reality that Colombia has experienced for six decades and that has permeated to a greater or lesser degree the family, the community, society and education. This is how this research aimed to propose didactic-pedagogical strategies for the inclusion of adolescents between the ages of 12 and 17 who were victims of the armed social conflict in the Pozo Azul Agricultural and Business Technical Educational Institution, in the municipality of San Pablo, south of Bolívar. It was approached from the qualitative approach; with descriptive explanatory type of study, through action research design. Among the results, it is highlighted that, when characterizing the population of the seventh grade, it was found that 50% of the group presents extra-school age because they are two years above the average for this grade, which is 12 years; that is, fourteen (14) students found themselves in this situation; with the affectation in their socio-emotional processes that this entails. Likewise, to highlight has to do with the results issued from the surveys carried out with the thirteen teachers of the institution, where 69.2% determined that the strategy called Self-structuring should be given functionality, which allows generating meetings of subjects motivated by analyzing various social aspects and a continuous improvement of their exercise, defining their strengths and weaknesses; in addition, to contribute to organizing the judgments and reflections of the learner regarding issues of experience in the context.