INFLUENCE OF FORCED DISPLACEMENT ON SCHOOL DROPOUT IN RURAL CONTEXTS OF THE CATATUMBO REGION.

Abstract

ABSTRACT

This article is the result of a doctoral thesis, through which we examine how inclusive education and symbolic reparation can become fundamental strategies to strengthen coexistence and reduce school dropouts in the Catatumbo region, taking as a methodology a reflection based on the critical review of recent academic literature and institutional documents on forced displacement, rural education and conflict contexts, which allows the integration of contributions from rural pedagogy and peace education, thus facilitating a deeper and contextualized understanding of school dynamics in territories marked by violence through which it proposes a more ethical, humanizing understanding situated in the territorial realities of rural communities affected by violence. Secondly, it addresses inclusive education as the axis to guarantee access, participation and recognition of diversity. Next, it delves into symbolic repair as a pedagogical process that dignifies memory, strengthens social cohesion and contributes to educational permanence. Finally, it proposes how the integration of both approaches re-signifies the school as a protective and restorative space, capable of rebuilding ties, restoring rights and promoting more stable school environments for boys, girls and young people in territories historically marked by violence.