Pedagogical practices in an armed conflict context

This investigation presents the discoveries obtained from the reflection on the pedagogical practices in basic primary in a context of armed conflict during the 1990's and the 2000's in the municipality of Socota, Boyaca, carried out from the oral reconstruction and the memory of actors. The outlined objectives describe the sociopolitical context and the school environment in which the internal armed conflict was developed, and establish the forms taken by the teacher's pedagogical practices, to, then, describe their sense and their meaning. This paper is framed within an investigative design based on the formulation of narratives, allowing the comprehension of the pedagogical practices based on two techniques: the first one approaches the analysis of stories like a tool for the contextualization of the armed conflict, and the second one, turns to the semi-structured interview to establish the forms taken by the teacher's pedagogical practices.