EDUCATING FOR PEACE AND EQUITY: A CONCEPTUAL ARTICULATION PROPOSAL IN CITIZEN COMPETENCIES FORNATION IN SECONDARY EDUCATION

Abstract

A conceptual articulation is proposed for the development of citizen competencies in secondary education, integrating the principles of positive peace and equity. Beginning with a critique of traditional approaches, which have focused on normative aspects and often overlook the roots of social injustice and structural violence, it is argued that a transformative citizenry, especially in complex contexts like Colombia—marked by conflict and socioeconomic disparities—demands a deep understanding and an active commitment to eradicating structural and cultural violence. Methodologically, the study is based on a conceptual and propositional approach, conducting a critical analysis of academic literature on citizen competencies, positive peace, and equity. The interconnections between these pillars are explored, laying a solid theoretical foundation. The result is the proposition of a conceptual framework that redefines citizen competencies, embedding positive peace and equity as transversal axes instead of treating them as isolated subjects. This approach calls for a critical and transformative pedagogy, fostering an understanding of systemic injustices and empowering students for action. Pedagogical guidelines are outlined, emphasizing active methodologies such as problem-based learning and service-learning, thereby preparing young people not only for coexistence but also to become effective agents of change. The overall conclusion is that this articulation contributes to forming conscious, empathetic, and proactive citizens, capable of building a more just and peaceful society by addressing inequities and violence at their core.