EDUCATING TO INHABIT THE TERRITORY: RESIGNIFICATION OF CITIZENSHIP EDUCATION IN POST‑CONFLICT CONTEXTS

Abstract

This article presents a hermeneutic theoretical review aimed at analyzing research on the resignification of citizenship education and its articulation with territoriality in rural post-conflict contexts in Colombia. The purpose is to identify trends, conceptual approaches, representative authors, and research gaps in this emerging field. Methodologically, an interpretive and critical literature review was conducted through the selection, categorization, and hermeneutic analysis of international, Latin American, and national academic sources, based on criteria of thematic relevance, timeliness, and theoretical contribution. The analysis was organized into four research lines: critical perspectives on citizenship education, with contributions from scholars such as James Banks and Michael Apple; studies on territoriality, power, and identity, highlighting Rogério Haesbaert and Carlos Walter Porto-Gonçalves; research on education, territorial peace, and post-conflict linked to the 2016 Peace Agreement; and studies focused on the pedagogical knowledge of social sciences teachers, with references such as Maurice Tardif and Philippe Perrenoud. The findings reveal a shift from normative and instrumental approaches toward critical, situated, and territorial perspectives that recognize citizenship as a historical and political practice. However, gaps remain in the integrated articulation of critical citizenship, territoriality, rural education, and teacher knowledge in specific territories. It is concluded that the resignification of citizenship education in prioritized territories represents an emerging field that requires complex, contextualized onto-epistemic approaches oriented toward territorial peace and social justice.