Education and Post-Conflict: A Look at the Border Area

Abstract

Society is in a space where changes, innovations, advances and transformations have taken over the attention of locals and foreigners, hence the intention of this research that falls on: Conceiving theoretical constructs on the influence of the post-conflict on education from the Colombian-Venezuelan border scenario. To achieve this purpose, methodologically the research was based on the qualitative character of an interpretative paradigm, structured according to the phenomenological method. Its design was based on two stages, one descriptive and the other structural. From these approaches, data analysis emerged through the process of categorization, structuring, interpretation, contrast, and theorization of Martínez (2006), which were obtained from five semi-structured interviews applied to four professors and one student, with expertise in the research topic. This is how it was possible to obtain a detailed look at each of the parts that make up the border context, including historical, political, social, and cultural aspects, among others. In this sense, the reader will have the opportunity to contextualize the citizen reality and socio-political thought in the border area from a theoretical approach to the concept of post-conflict aimed at building peace. In fact, this theoretical review nurtures the possible policies that may arise from the educational level, as contributions to the current Colombian-Venezuelan border. It is pertinent to specify the complexity of a universal concept around the post-conflict, but at the same time, the current study offers the opportunity to build a new perspective on it, recognizing the migratory phenomenon as a new actor, added to education as a leading element.