MNEMOSINE PROJECT AS A COMMITMENT TO PEACE EDUCATION

Abstract

This theoretical approach presents a perspective on the classroom as a pivotal space for teaching historical memory and the "Cátedra para la Paz" (Peace Chair), both essential for developing civic competencies among students and the broader community. It delves into the legal frameworks that support cross-curricular projects integrating social sciences with other areas of knowledge. In this context, the significant contribution of the Peace Agreements between the Colombian state and armed groups outside the law is highlighted, as this alliance unveils elements that benefit and reinforce the process aimed at fostering peace in the country. This scenario transforms the way Social Sciences are taught, or at least prompts a call to incorporate dialogue into the curriculum. Simultaneously, it emphasizes methods that build the nation through education, laying the foundation for culture and the forms of struggle of teachers who, day by day, educate the children and grandchildren of victims of senseless violence that claimed the lives of thousands of women and men, who for years and decades were merely statistics. As a result, the MNEMOSINE Project, implemented at the Quebrada de Becerras Rural Educational Institution in the city of Duitama, is analyzed. This project has transcended borders, calling for memory, truth, justice, and reparation. It is conducted using a content analysis methodology through the interpretative paradigm and hermeneutic guidelines. In conclusion, the aim is to analyze the pedagogical implications of this project for peacebuilding from the classroom.