Social Imaginaries of the Armed Conflict in Colombian Students Imaginarios sociales del conflicto armado en estudiantes colombianos Análisis cualitativo en el Colegio Rodolfo Castro Castro y resignificación de la historia desde las narrativas estudiantiles

Abstract

This article analyzes the influence of families, teachers, and school administrators in shaping the social imaginaries that Colombian students hold regarding the armed conflict. Using a qualitative approach with a phenomenological design and descriptive scope, semi-structured interviews were conducted with mothers, teachers, administrators, and focus groups with students. These were complemented by a rubric to assess the validity and reliability of the instruments. The analysis revealed how these interactions contribute to the formation of students’ social imaginaries about the conflict, as well as the pedagogical strategies currently employed in the school setting. Based on these findings, an educational alternative is proposed, grounded in the pedagogy of memory and historical reconstruction, aimed at reframing the past through student narratives. The study concludes that social imaginaries about the armed conflict directly influence students' ways of thinking, expressing themselves, and acting, highlighting the need to train teachers in pedagogical approaches that foster dialogue and critical reflection on the armed conflict in Colombia.