EDUCATION IN TIMES OF CONFLICT: REFLECTIONS ON SCHOOL RESILIENCE IN RURAL COLOMBIA

Abstract

Teaching in rural schools means facing a reality where the scars of armed conflict coexist with the hope for change. Teachers in these areas not only impart academic knowledge but also become the primary source of emotional support for communities that have grown up amid the noise of conflict. The school stands as a refuge of peace, a sacred space where the blackboard and chalk attempt to erase the fear sown by years of state neglect and persistent violence. The purpose is to reflect on education in the

midst of conflict, focusing on resilience in rural Colombia. The methodology is defined through a literature review using the technique of documentary analysis; it is worth noting that resilience in these contexts is not a theoretical concept, but a daily practice of cultural and social resistance in the face of adversity. The commitment of rural families and teachers allows the educational process to continue despite connectivity gaps and a lack of basic infrastructure. Strengthening community ties is key to helping young people see education as a real alternative to the influence of illegal groups. Ultimately, educating in rural areas is an act of courage that seeks to rebuild the social fabric from the ground up, fostering autonomy amid historical hardships.