NARRATIVE IMAGINATION FOR THE PROMOTION OF EMPATHY IN SCHOOL ENVIRONMENTS: HARM AND VULNERABILITY

Abstract

The research titled "Narrative Imagination for the Promotion of Empathy in School Environments: Harm and Vulnerability" originated from a master's thesis at the Universidad Surcolombiana (2022). The study addresses the complex reality of the Huila department, affected by armed conflict, and proposes that education can contribute to peacebuilding by fostering a culture of empathy. The relevance of the work lies in exploring narrative imagination and empathy in the classroom as tools for students to deeply understand social problems, become aware of others' vulnerabilities, and develop a critical and reflective capacity. The aim is to improve students' daily problems and the school environment. The study used a qualitative approach with a hermeneutic narrative design. The unit of analysis consisted of six eleventh-grade students from the Esteban Rojas Tovar Educational Institution in Tarqui, Huila. For data collection, the workshops "Photonarrative" and "What happens if it's not me?" were applied, designed to explore empathetic understanding through the interpretation of images and scenarios of harm. The findings revealed that narrative imagination is an effective tool for young people to put themselves in another's place, generating feelings of love, understanding, and care. The photonarrative facilitated the expression of emotions about realities such as bullying and armed conflict, promoting a critical and compassionate stance. The conclusions emphasize that empathy, cultivated through narrative imagination, significantly improves interpersonal relationships and fosters a culture of peace. It is recommended to include empathy as a fundamental component in educational curricula to form students with a reflective perspective and a spirit of solidarity.