PEACE MANAGERS AND SCHOOL COEXISTENCE IN SECONDARY EDUCATION: A CRITICAL ANALYSIS AND PROPOSALS FOR THE SAN BARTOLOMÉ EDUCATIONAL INSTITUTION

Abstract

The management of school coexistence in secondary education institutions presents significant deficiencies in the implementation of preventive and restorative strategies for the construction of peaceful learning spaces. This article aims to critically analyze the role of peace managers in promoting and maintaining school coexistence in the context of secondary education, taking as a reference the dynamics of the San Bartolomé Educational Institution, located in Cúcuta, Norte de Santander. For this purpose, a review of theories on school mediation, conflict management, and peace pedagogies was initially conducted, as well as a critical analysis of national and international experiences. These findings indicate that school coexistence should be seen as an active process of building democratic relationships, not merely as the absence of conflict. The implementation of the peace managers project at the San Bartolomé Educational Institution, starting in 2024, which trains two students from each of the 12 courses, has shown positive results and a significant improvement in coexistence. However, challenges persist, such as the lack of teacher training, community articulation, the socioeconomic context, and project evaluation and monitoring. It is essential to strengthen the work of peace managers through the continuous training of the educational community, the institutional recognition of their work, and curricular integration. This will allow for the consolidation of a school culture of peace that transcends conflict resolution and contributes to the development of citizenship competencies.