Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
Vol
.
3,
N
o
.
4
,
D
ecem
b
er 20
1
4
, pp
. 21
8~
22
7
I
S
SN
: 225
2-8
8
2
2
2
18
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Viol
ence and Nat
i
onal His
t
or
y Teaching (1948 – 2006):
An Institutional Colombian Perspective
Marí
a Is
abel
Cri
s
ti
n
a
G
o
nz
ál
ez
M
The R
e
sear
ch Gr
oup Dem
o
cracy
,
War and
Nat
i
on
al, Institu
te
of P
o
liti
cal
Studi
es and Intern
ation
a
l
Relat
i
ons (IEPR
I),
Nationa
l Unive
r
sit
y
, Bogo
tá
, Col
o
m
b
ia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Oct 10, 2014
Rev
i
sed
No
v
21
, 20
14
Accepted Nov 25, 2014
It is possible to
track multiple state
r
e
forms to secondar
y
education in terms
of curricula and
s
y
llabus through
out th
e second h
a
lf of
th
e twen
tieth
centu
r
y
in Colom
b
ia. Underl
ying e
ach reform
, one can
identif
y a rat
i
o
n
alit
y th
at
surpasses the logic of Educ
ation
,
and is rath
er in
tertwin
e
d with t
h
e polit
ica
l
project and id
eo
logical requ
irements of
the gov
ernm
ent in offi
c
e
, or with
cert
a
in so
cio-po
liti
cal
jun
c
tur
e
s. Th
e
im
pact
of the
poli
tic
al
world on
education is par
ticularly
noticeable in
school subjects that address National
Histor
y. W
ithin this perspectiv
e
it is
shown ho
w, after institution
al chang
e
s
have occurred
,
d
i
fferen
t
memories and
visions about citize
nship, democracy
,
conflict and
nation are being p
r
omoted. This h
i
ghlights dif
f
erent way
s
o
f
subordination o
f
the education
a
l proj
ect to a wide universe of political
dy
na
mic
s.
Keyword:
Citizen
sh
ip
Cu
rricu
l
a
Leg
iti
m
acy
Violence
Copyright ©
201
4 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
María Isa
b
el C
r
istina Gonzále
z
M.,
In
stitu
to d
e
Est
u
d
i
o
s
Po
lítico
s
y Relacio
n
e
s In
tern
acion
ales- IEPR
I,
Natio
n
a
l
Un
iv
ersity o
f
Co
lo
m
b
i, Research
e
r
Grupo Dem
o
cracia,
Naci
ón
y Gue
rra
,
Bo
go
tá, C
o
lo
mb
ia, Calle 39
b
i
s #
29
–
29
ap
to
2
0
1
.
Em
a
il: geonzal
ezeta@gm
ail.c
o
m
1.
INTRODUCTION
W
i
t
h
in
th
e resp
on
se to
q
u
e
sti
o
n
s
su
ch
as: wh
at d
o
e
s it
m
e
a
n
to
in
clud
e n
a
tio
n
a
l h
i
sto
r
y as p
a
rt of th
e
scho
o
l
cur
r
i
cu
l
u
m
,
w
h
at i
n
fo
rmatio
n
shou
ld
b
e
i
n
clud
ed or ex
cl
u
d
e
d
and
w
h
at
shou
ld
be th
e
ho
ur
ly co
ur
se
lo
ad
,
u
n
d
e
rlie n
o
t
on
ly co
gn
itiv
e i
m
p
licatio
n
s
b
u
t
also
a resp
on
si
b
ility reg
a
rd
i
n
g
th
e leg
i
t
i
m
i
zat
io
n
o
f
specific
p
o
litical d
i
scou
rses at th
e exp
e
nse of
o
t
h
e
rs. Narrativ
es abo
u
t
t
h
e
p
a
st con
s
titu
te m
ean
s o
f
con
t
ro
l and
o
b
j
ect
s
o
f
d
i
spu
t
e asso
ciated
to
th
e estab
lish
m
en
t
o
f
sp
ecific so
cial an
d
po
litical stru
ctu
r
es. In
relation
to
its
sig
n
i
fican
t
po
litical i
m
p
licat
io
n
s
, th
e scho
o
l
’s task
ai
m
e
d
at reco
n
s
t
r
u
c
ting
n
a
tion
a
l h
i
sto
r
y h
a
s
b
e
en
eith
er
m
oni
t
o
red o
r
s
e
t
fort
h
by
b
o
t
h
aut
h
o
r
i
t
a
ri
an
and
dem
o
cr
at
i
c
regi
m
e
s and has gai
n
ed s
p
e
c
i
a
l
rel
e
vance
du
ri
n
g
p
e
ri
o
d
s
of
po
litical tran
sitio
n
an
d tran
sfo
r
m
a
tio
n
[1
].
It
i
s
a fact
t
h
a
t
m
o
re
oft
e
n
t
h
an
n
o
t
,
sc
h
o
o
l
di
rect
i
v
es
r
e
pr
o
duce
t
h
e
post
u
re
s a
nd t
e
nsi
o
ns
of
a
det
e
rm
i
n
ed hi
st
ori
cal
m
o
m
e
nt
. In t
h
i
s
sens
e, t
h
e
m
eans and
pu
rp
oses
t
h
at
gui
de
nat
i
onal
ed
ucat
i
o
n
,
t
h
e
curricula
&
gui
delines a
r
e all
sources
of c
ont
ro
versy inside
and out
of the
academ
ic field.
To
a
g
r
eat exten
t
, th
e State’s Ed
u
cation
a
l
o
r
g
a
n
i
zatio
n
p
a
ram
e
ters resp
ond
to
th
e in
stitu
tio
n
a
l
p
o
wer’s
n
eed
s fo
r au
to-leg
itimizatio
n
an
d
self-assu
r
an
ce.
In
th
is reg
a
rd, th
e sch
o
o
l
con
s
titu
tes a p
r
i
v
ileg
e
d
scen
ari
o
for
p
o
litical so
cializa
tio
n
th
at
wo
u
l
d
co
n
t
ribu
te si
g
n
i
fican
tly to
t
h
e co
nstitu
tio
n and
reprodu
ctio
n
of
the
state’s union.
Howe
ver, in a
conte
x
t suc
h
as
the one dete
rmined
by Col
o
m
b
ia’s scenario
,
whe
r
e the a
r
med conflict
& in
tern
al
v
i
o
l
en
ce issu
es
co
nstitu
te ph
en
o
m
en
a th
at
d
a
te
b
ack a l
o
ng ti
m
e
ag
o and
h
a
v
e
si
gn
ifican
t
v
i
sib
ility, h
o
w do
es
on
e in
cl
u
d
e
n
a
tion
a
l
histo
r
y
?
Is it possib
l
e to
h
a
v
e
a d
e
g
r
ee of coh
e
ren
ce
b
e
tween
the
sto
r
y th
at sp
eak
s
of n
a
tion
a
l u
n
ity an
d
ci
v
ility an
d
a h
i
sto
r
y o
f
fratricid
a
l v
i
o
l
en
ce,
when
it is p
r
ecisely th
is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Vio
l
en
ce an
d Na
tio
na
l History
Tea
c
h
i
n
g
(19
48-200
6
)
:
An
In
stitu
tion
a
l
Co
lomb
i
a
n .... (
M
a
r
ia Isab
el C
r
istin
a
)
21
9
h
i
sto
r
y t
h
e on
e th
at arg
u
e
s and
co
n
s
titu
tes t
h
e rup
t
ure of t
h
is im
ag
in
ed
natio
n
a
l co
mm
u
n
ity th
at is p
r
om
o
t
ed
th
ro
ugh
scho
ols (
A
nd
er
son
:
2
0
0
7
)
?
How ar
e th
e d
yna
m
i
cs of viol
ence, its actors and m
o
tivations
rep
r
ese
n
ted
?
[2
]
Official acade
m
ic authorities, speci
fically those related t
o
national hi
story, determ
ine the social and
p
o
litical
m
e
m
o
ry as well as s
p
ecific m
o
d
e
ls o
f
cu
lture & citizen
sh
ip
thro
ugh
th
e selectio
n
of ev
en
ts, acto
r
s
and
pr
ocess
e
s
and t
h
r
o
ug
h t
h
e em
phasi
s o
f
what
has be
en
sug
g
est
e
d. I
n
t
h
i
s
sense
,
aca
dem
i
c prog
ra
m
s
and
cu
rricu
l
a
g
r
an
t sen
s
e and
sign
ifican
ce t
o
natio
n
a
l d
e
v
e
lop
m
en
t as p
o
litical o
p
tion
s
are
m
a
terialized
in
an
exp
r
ess
or
i
m
pl
i
c
i
t
m
a
nner.
Sch
ool
c
u
r
r
i
c
ul
a an
d i
t
s
estab
lish
m
en
t in
form
s o
f
m
a
n
u
a
ls
o
r
with
i
n
th
e
classroo
m
co
nstitu
te th
e land
m
a
rk
s of in
terpretin
g th
e
past. Furth
e
rm
o
r
e,
with
th
e au
tho
r
ity em
b
e
d
d
e
d
i
n
th
eir
fun
c
tio
n
an
d th
eir
po
ten
tial o
f
d
i
ff
usio
n –
t
h
ese codes pr
ono
un
ce t
h
em
selv
es as p
o
i
n
t
s of
r
e
f
e
ren
ce in
th
e con
s
tru
c
tion
o
f
a m
o
re or
less
sha
r
ed conception of t
h
e
future.
As f
u
rt
her
de
v
e
l
opm
ent
of t
h
e pre
v
i
o
us st
at
em
ent
s
, cur
r
i
c
ul
a an
d g
u
i
d
el
i
n
es o
f
Nat
i
ona
l
Hi
st
ory
f
o
r
th
e so
cial scien
ces in
C
o
lo
m
b
ia -as estab
lish
e
d
b
y
th
e
Nat
i
o
n
a
l Min
i
stry
o
f
Edu
cation
(MEN)
1
- are
analyzed
th
ro
ugh
a d
i
ach
r
on
ic p
e
rsp
e
ctiv
e. Su
ch
gu
id
elin
es
will
b
e
u
n
d
e
rstoo
d
as p
o
litical tex
t
s; tak
i
n
g
in
to
acco
unt
th
eir
so
ur
ce and
si
g
n
i
f
i
can
ce
an
d as t
h
e
d
r
ivin
g
sou
r
ces
o
f
sp
ecif
i
c m
e
m
o
r
i
es and
r
e
p
r
esen
tatio
n
s
about th
e
cou
n
t
r
y
’
s vi
ol
ence an
d co
nf
l
i
c
t
.
In t
h
i
s
sense, t
h
e
pu
rp
o
s
e i
s
not
of a
n
anal
y
s
i
s
i
n
hi
st
ori
o
g
r
a
phi
c
a
l
or
p
e
d
a
go
g
i
cal term
s, b
u
t
as a
p
a
rt of th
e po
litical an
d
cu
lt
u
r
al
h
i
sto
r
y i
n
wh
ich
ed
u
cation
is in
scri
b
e
d.
2.
AN EDUCAT
ION
SEEKING TO
WITHHOLD TH
E ENEMY: CONSERVATIVES
COME
T
O
POWER
Beyond its precarious im
ple
m
entation, by
1948
the aca
de
m
i
c
m
odel propose
d
during the peri
od
kn
o
w
n a
s
The
Li
beral
R
e
p
u
b
l
i
c
(1
93
9-
1
9
4
6
)
, w
h
i
c
h c
o
n
cei
ves a ce
nt
ral
i
zed St
at
e,
uni
t
e
d an
d sec
u
l
a
r
,
has a
n
e
m
p
h
a
sis
o
n
ap
p
lied scien
c
es th
at will chan
g
e
rad
i
ca
lly with
in
t
h
e fra
m
e
o
f
a co
nserv
a
tiv
e presi
d
en
tial
ad
m
i
n
i
stratio
n
.
Th
e ‘B
o
g
o
t
azo
’
will b
e
presen
ted as t
h
e t
r
igg
e
r
fo
r n
e
w propo
sals
regard
i
n
g edu
catio
n.
In
fact, on
April 9th
1948, the
m
o
st
popular presi
d
ential c
a
ndi
date, J
oge
Eliécer Gaitán,
was m
u
rde
r
ed in
Bogotá. Afte
r his death,
a
la
rger
nu
m
b
er
of
act
s o
f
vi
ol
e
n
ce an
d
va
ndal
i
sm
were re
gi
st
ered
t
h
ro
u
g
h
o
u
t
t
h
e
co
un
try; gov
ern
m
en
t h
eadq
u
arters,
relig
ious p
r
ecin
c
ts
and
p
r
o
p
e
rties
belo
ng
ing
to
politician
s
were rio
t
er’s
favo
rite targ
ets.
The
conse
r
vative’s discourse enoun
ced t
h
at
t
h
e det
o
nat
o
r a
nd a
g
gra
v
at
i
o
n
of s
u
ch
vi
ol
e
n
ce was t
h
e
man
i
festatio
n
o
f
a crisis relat
e
d
to
v
a
lu
es an
d so
ciety
pr
o
v
o
k
e
d
by
t
h
e
p
e
net
r
at
i
o
n
o
f
so
cialist b
e
liefs with
in
the educational
sphere
. It
was
assured that t
h
ese
had be
en
in
stalled
with
i
n
th
e schoo
l sy
ste
m
as a p
r
odu
ct of
the displacem
e
n
t of
the religi
ous
ins
titution
from
the acade
m
y and t
h
e lac
k
of
resource
s available for national
h
i
sto
r
y, ci
v
ility an
d
reli
g
i
on co
urses
d
u
ri
n
g
t
h
e Ló
p
e
z Pu
m
a
rej
o
era. In
t
h
at reg
a
rd, th
e co
n
s
erv
a
tiv
e
news
pa
per
El
Si
gl
o
(sec
ond teaching,
July
21st 1951)
a
ssured:
[…
]
it is with
in
t
h
e field
o
f
sch
o
o
l
a
nd un
iversity w
h
ere t
h
e con
s
erva
tive pa
rty mu
st
d
eep
ly
imp
l
emen
t t
h
e tran
sfo
r
ma
tion
w
h
ich
t
h
e co
un
try so
u
r
gen
tly n
e
ed
s. Fo
r it was th
ere wh
ere, with mo
st
i
n
t
e
nsi
t
y
, t
h
e n
e
gat
i
ve i
n
f
l
u
e
n
ce of
t
h
e secul
a
r ed
uc
at
i
on
a
nd t
h
e sl
ow
d
o
s
ag
e t
e
achi
ng
s
of
C
a
rl
Marx
w
e
re
f
e
l
t
.
[
…
]
A
f
e
w
m
ont
hs
ag
o,
a
pr
og
ra
m
of
se
con
d
t
e
achi
ng
s
w
a
s
desi
g
n
e
d
acco
rdi
n
g
t
o
w
hat
re
pres
ent
s
ou
r
tra
d
ition
and
to
wha
t
con
s
titu
tes Co
lomb
ian
rea
lity reg
a
r
d
i
ng
th
is kind
o
f
p
r
ob
lem […]
.
It is with
in
t
h
e Hi
gh
S
c
hoo
l stru
ct
ure wh
ere on
e
of th
e
mo
st
un
forg
ivab
le fla
ws
o
f
th
is
n
e
w regime resid
e
s,
and
th
e
n
e
w style will
compe
n
s
a
te ev
ery mistake
made
during thos
e 15 ye
ars.
The di
a
g
n
o
st
i
c
s rega
rdi
ng t
h
e
cou
n
t
r
y
’
s
pu
b
l
i
c
orde
r si
t
u
at
i
on m
a
de by
t
h
e co
nse
r
vat
i
v
e part
y
an
d
the pa
rt played by the e
ducati
onal sy
stem
as
it’s savior m
a
terialized in
1948’s Decree 2388 where
it
is stated
that “teachings on
national history
are
to
be c
h
ange
d and inte
nsifi
e
d”.
Taki
ng into acc
ount
this
ne
w
ed
u
cation
a
l inclin
atio
n
,
it is estab
lish
e
d
t
h
at th
e g
r
o
und
s
fo
r its i
m
p
l
e
m
e
n
tatio
n
are th
e ‘seriou
s
ev
en
t
s
th
at
for th
e past time h
a
v
e
b
e
en rattlin
g
th
e R
e
p
u
b
lic, (and
)
h
a
v
e
on
ce m
o
re urg
e
n
tly p
u
t in
to
m
a
n
i
fest
th
at a
co
nsciou
s study o
f
n
a
tio
nal histo
r
y and
civ
i
c p
r
actice
b
y
ev
er
y so
n of
th
e Co
lo
m
b
ian
n
a
tio
n
sh
ou
ld
b
e
o
f
t
h
e
Go
ve
rnm
e
nt’s
fo
rem
o
st and
a
b
sol
u
te care
’
.
Th
is co
nserv
a
tiv
e coun
ter
refo
rm
atio
n
of the edu
cation
a
l syste
m
b
e
g
i
n
s
with
a
re-ev
a
l
u
atio
n
o
f
the
place
held
by
the subj
ects c
once
r
ning m
o
ral and citi
zenship val
u
es. Ge
ogra
phy
a
n
d History
a
r
e
t
h
erefore
separate
d, a
n
d
there is a
n
inc
r
ease in t
h
e int
e
nsity of
t
h
e teachings
on ci
vics; it is no l
o
nge
r
one c
o
urse but
th
r
ee. N
a
tion
a
l H
i
stor
y is also in
ten
s
if
ied
and
its stud
y is
no
w m
a
n
d
a
to
r
y
in
ev
er
y sch
o
o
l
year
.
[
3
]-[6
].
1
This
arti
cl
e in
cl
udes
the
con
c
lus
i
ons
of th
e f
i
rs
t
part of
th
e r
e
s
ear
ch COLCIENCI
A
S
– IEP
R
I:
Fro
m
School:
Memo
ries
of th
e V
i
ol
ence
i
n
Colombia,
oriented
towards th
e comprehens
ion
and teachings of
histor
y
and
th
e contents r
e
lated
to
violen
ce fo
r th
e
period 1948-200
8 conformed b
y
the fo
llowing s
e
ctions 1)
Th
e
ev
olution o
f
schools’ stud
y
plans
an
d
curricu
la;
2)
The
viol
ence
to
ld thr
ough school m
a
nuals; 3)
T
each
i
ngs and i
t
s m
u
lti
ple r
e
sponsibili
ti
es rega
rding v
i
ol
ence
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJERE
Vol. 3, No. 4,
Decem
ber 2014 :
218 –
227
22
0
The
gui
del
i
n
es
fo
r t
h
e t
eac
hi
n
g
s a
nd i
n
t
e
r
p
re
t
a
t
i
on o
f
t
h
e
H
i
st
ory
co
ur
se b
e
i
ng t
a
ug
ht
i
n
hi
g
h
sc
ho
o
l
are t
h
en est
a
bl
i
s
hed by
dec
r
e
e
;
t
h
e course
m
u
st cal
l upo
n
t
h
e
m
e
m
o
ry
of pat
r
i
o
t
i
c
achi
e
vem
e
nt
s and m
u
st
h
a
v
e
a sp
ecial co
rrelatio
n to civ
i
c cu
lture. Throug
h
t
h
ese arrang
em
en
t
s
, Nation
a
l
Histo
r
y is filled wit
h
celeb
ration
s
and
p
r
actices th
at re ev
al
u
a
te t
h
e ‘t
riu
m
p
h
s
’
o
f
C
o
lo
m
b
ia; with
m
e
m
o
ries o
f
th
e
fo
und
ers an
d
p
r
actitio
n
e
rs o
f
n
a
tio
n
a
l h
e
ritag
e
,
fo
llowers of
lib
erty
and
de
m
o
cracy and
o
f
th
e
du
ties o
f
citizen
sh
ip
towards
the m
o
therland [3].
Am
ongs
t others, the m
easure
s
and
i
n
itiatives executed for t
h
is purpose
was
historical
di
ff
usi
on
- su
per
v
i
s
ed
by
t
h
e C
o
l
o
m
b
i
a
n Academ
y
of
Hi
st
ory
(
A
C
H
)
-
, t
h
e
p
r
o
h
i
b
i
t
i
on
of
n
o
n
of
fi
ci
al
anthem
s, the duty to pledge a
llegiance
to the flag, the pres
ence
of
po
r
t
r
a
i
t
s o
f
h
i
stor
ic
figures in classroom
s
and
t
h
e
p
r
om
ot
i
on
o
f
ci
vi
c c
u
l
t
ure sy
m
posi
u
m
s
[7]
.
Un
de
r t
h
e m
a
ndat
e
of c
ons
ervat
i
v
e i
d
e
a
l
s
, t
h
e co
ncept
i
ons a
b
out
t
h
e
m
o
t
h
erl
a
n
d
a
nd
nat
i
o
n -
di
spl
ace
d
du
ri
ng
t
h
e
Li
be
ral
R
e
pu
bl
i
c
-
we
r
e
o
n
ce a
g
ai
n a
ssociated not
on
ly to
t
h
e
no
tio
n
o
f
a
gl
ori
o
us
past
but
t
o
t
h
e
f
o
u
ndi
ng
r
o
l
e
hel
d
by
t
h
e cat
ho
l
i
c
chu
r
ch
. T
h
i
s
i
s
w
h
at
det
e
rm
i
n
es t
h
e m
a
ndat
e
s
gi
ven
by
t
h
e
Nat
i
onal
M
i
ni
s
t
ry
of E
d
ucat
i
o
n (M
E
N
) l
e
d
b
y
t
h
e cur
r
e
n
t
m
i
ni
st
er of E
d
ucat
i
o
n
,
L
u
ci
o
Pab
ó
n
,
f
o
r t
h
e
cou
r
se
‘Bolivian Lect
ure
’
, where particular relevance is give
n to
th
e su
bj
ects o
f
“th
e
relig
iou
s
b
e
liefs
o
f
th
e
Lib
e
rator –
and
m
o
re sp
ecifi
cally to
th
e st
u
d
y
of th
e
Rel
a
t
i
o
n
s
hi
ps bet
w
een t
h
e Ame
r
i
c
an
St
at
es a
nd t
h
e
Ho
lly S
ee
[8]. For this
parti
c
ular s
u
bject
,
e
m
ploying a
n
ecclesiastic author
, withi
n
a
n
academ
ic sc
enari
o
d
o
m
in
ated
b
y
au
tho
r
s an
d
ed
ito
rials lin
k
e
d
to
th
e m
a
in
relig
io
us co
mm
u
n
ities p
r
esen
t in
th
e n
a
tion
was
suggeste
d.
The
vision of
social sciences
that was im
parted
in th
e cl
assroo
m
d
u
r
i
n
g
th
e
fifties has a do
ub
le
co
n
c
ern
:
th
e
m
o
th
erlan
d
and
m
o
rals; th
ey
jo
in
tly con
s
titu
te
wh
at is con
s
id
ered to
b
e
in
tegral edu
c
atio
n
.
In
th
is sen
s
e, ed
ucatio
n
was to
b
e
o
r
ien
t
ed
toward
s t
h
e
constitu
tio
n
o
f
a citizen
th
at is patrio
tic ob
ed
ien
t
and
n
a
tio
n
a
listic in
relatio
n
to
trad
itio
n
and
th
e law, a
m
i
ssio
n
fo
r wh
ich
th
e k
n
o
w
led
g
e
of n
a
tio
n
a
l Co
lom
b
ian
hi
st
ory
i
s
esse
nt
i
a
l
.
H
o
we
ve
r
,
t
h
i
s
refe
rs t
o
a pa
rt
i
c
ul
ar
ki
nd
o
f
hi
st
o
r
y
:
one
t
h
at
c
o
nf
r
ont
s
t
h
e
‘com
m
uni
st
t
h
reat
’ a
nd ‘
s
oci
a
l
di
so
rde
r
’
.
C
o
n
v
i
n
ci
ng
pr
o
o
f o
f
t
h
i
s
fact is th
e in
st
au
ration
of a ro
m
a
n
tic h
i
sto
r
y th
at
pri
v
i
l
e
ges t
h
e
m
o
m
e
nt
of i
n
d
e
pen
d
e
n
ce a
n
d
m
a
kes em
phasi
s on t
h
e ci
vi
c di
m
e
nsi
on t
h
at
gi
ves c
ont
i
n
ui
t
y
t
o
d
e
m
o
cratic in
stitu
tio
n
a
lis
m
an
d th
e
presid
en
t’s m
a
n
a
g
e
m
e
n
t
po
licies -l
ab
eled as
h
e
ro
ic- sp
ecially th
o
s
e
related
to th
e co
n
s
erv
a
tiv
e
p
a
rty.
W
i
t
h
in
t
h
is pe
rspective
,
the
ori
g
in of
vi
olence,
t
r
aceable
to the e
d
ucationa
l
policies and stated i
n
scho
o
l
h
a
nd
boo
k
s
, is circu
m
scrib
e
d
in
acts an
d
sp
ecific
p
o
litical id
eo
lo
g
i
es
(bo
t
h
liberal an
d
co
mm
u
n
i
st).
Helí Rodríguez
,
ge
ne
ral secret
ary at the Mi
n
i
str
y
of
Ed
u
cati
o
n in
19
49
, ann
oun
ced
:
(
…
)
one of
t
h
e causes
of
t
h
e most
rece
nt
regret
f
u
l
act
s
–
as h
a
s bee
n
i
n
si
st
ent
l
y
conf
i
r
med
– h
a
s
b
een fo
rg
etting
th
e examp
l
es o
f
civility, ord
e
r
a
n
d
leg
a
l
ity h
e
ld
by th
e pa
st, - in
tru
t
h
,
C
o
lomb
i
a
n
yo
u
t
h
kn
o
w
s Little ab
ou
t its p
e
op
le an
d
ha
s let itself b
e
con
v
in
ced
b
y
stra
ng
e t
h
eories and
p
o
litica
l
d
y
n
a
mics th
at
a
lter th
e essen
t
ia
l va
lu
es
o
f
natio
n
a
lity
[9
].
Pro
g
r
essi
vel
y
,
and as a re
sul
t
of ne
w c
o
r
r
el
at
i
ons
of fo
rce, th
e stig
m
a
tiza
tio
n
of lib
eral
p
o
licies and
id
eals as a cau
se o
f
v
i
o
l
en
ce i
s
ca
m
o
u
f
lag
e
d
with
in
th
e
p
o
litical d
i
sco
u
rse.
During
th
e end o
f
th
e
p
e
riod
of th
e
1950’s a
nd a
m
ong a conte
x
t of m
u
lti-party negotiations
,
the prec
arious conditions
of education a
r
e give
n
m
o
re rel
e
vanc
e as an a
r
gu
m
e
nt
fo
r t
h
e
causes
of
vi
o
l
en
ce; in
su
ch th
at it wou
l
d b
e
th
e terrai
n
wh
ere
sub
v
e
r
si
ve
f
o
re
i
gn i
d
eas
w
oul
d
be see
d
e
d
.
3.
THE N
A
TIO
NAL
FR
ONT
:
ED
U
CATI
O
N F
O
R
C
O
H
A
BITATIO
N
AN
D
DEVEL
O
PME
N
T
For libe
r
al leader Albe
rto Ll
er
as C. (1
95
8-
1
9
6
2
)
, fi
rst pr
esi
d
ent of the Nat
i
onal Front
2
, the country’s
crisis th
at was
m
a
n
i
fested
b
y
an
“un
c
on
tro
l
led
po
liti
cal fu
ry”, sugg
ested a serio
u
s proble
m
n
o
t
o
n
l
y with
in
t
h
e fo
rm
al
schem
e
of t
h
e ed
ucat
i
onal
sy
st
e
m
but
al
so wi
t
h
i
n
“t
he c
o
m
p
l
i
m
e
nt
ary
C
o
l
o
m
b
i
a
n educa
t
i
onal
syste
m
s: what
was
being ta
ught at
hom
e as
well as m
o
ral
and religi
o
us t
eachings”
[10]
.
W
ithi
n
t
h
is c
onte
x
t
begi
ns a
di
scu
ssi
on
ab
o
u
t
an
ed
ucat
i
on
f
o
c
u
se
d o
n
c
o
e
x
i
s
t
e
nce an
d
de
m
o
cracy
, and
an e
ducat
i
o
nal
an
d
cu
ltu
ral tran
sfo
r
m
a
tio
n
is fo
rm
u
l
a
t
ed
as o
n
e o
f
th
e po
litical reg
i
m
e
’s o
b
j
ectiv
es. Ev
en
th
e Natio
nal Fron
t is
prese
n
ted
by L
l
eras C. as a
n
educational m
echanism
as
it e
x
em
plifies, with t
h
e
peaceful alternation betwee
n
t
h
e l
i
b
eral
a
n
d
con
s
er
vat
i
v
e
p
a
rt
y
as he
ads
o
f
st
at
e, t
h
e
pol
i
t
i
c
s of
he
gem
ony
an
d e
x
cl
usi
o
n
t
h
at
ha
d
be
en
put
in
to
p
r
actice up
u
n
til th
en
.
As was m
a
n
i
fested
b
y
th
e Min
i
ster of th
e tim
e
,
Gon
zalo
Varg
as R
u
b
i
an
o
(19
6
0
a
):
2
The Nation
a
l F
r
ont is known as the period 195
8-1962 A time
during which,
as product of an
agreement between the
power eli
t
es
an
d with the pu
rp
os
e of decr
eas
in
g the he
ight
en
e
d
leve
ls
of viol
e
n
ce as
s
o
ci
at
ed t
o
the two-p
a
rt
y
s
y
s
t
em
confli
ct, i
t
was
es
tablis
h
e
d that
the lib
eral
and c
ons
ervativ
e
parties – and no other political
force – would take tu
rns as
heads of
state
an
d would hav
e
p
a
rity
in terms of p
ublic administration.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Vio
l
en
ce an
d Na
tio
na
l History
Tea
c
h
i
n
g
(19
48-200
6
)
:
An
In
stitu
tion
a
l
Co
lomb
i
a
n .... (
M
a
r
ia Isab
el C
r
istin
a
)
22
1
“Th
e
Nation
a
l Fron
t is, abov
e all, i
n
itself, an ed
u
ca
tion cam
p
a
ig
n
th
at tries to
figh
t
ag
ai
n
s
t o
l
d
form
s o
f
pre
j
udice, t
h
at
for m
a
ny years -m
ore
than
a
century -have
dri
v
en t
h
e c
o
unt
ry to a sce
n
ario
of ci
vil war and
has ca
used
bl
o
ods
he
d
ove
r t
h
e
m
o
t
h
erl
a
n
d
”
[1
1]
. F
r
om
t
h
i
s
per
s
pect
i
v
e
,
educat
i
o
n
w
o
u
l
d n
o
t
o
n
l
y
res
i
st
t
h
e
vi
ol
ent
i
m
pul
ses an
d i
n
fl
u
x
es
but
i
t
w
o
ul
d a
l
so w
o
r
k
as a
key
fact
o
r
re
ga
rdi
ng t
h
e p
u
r
p
o
se
of a
n
ec
on
om
i
c
al
devel
opm
ent
i
n
t
h
e
se
nse t
h
at
“ed
ucat
i
n
g m
e
ans
pr
o
duci
n
g
pr
o
duce
r
s”
[1
2
]
.
By th
is ti
m
e
, so
cio
e
con
o
m
ic
d
e
v
e
lop
m
en
t is estab
lish
e
d
as th
e ration
a
l
ity o
f
edu
cation
,
rep
l
acing
o
t
h
e
r in
ten
tions
m
o
re related
to
th
e su
bj
ects o
f
n
a
tion
a
l p
a
trio
tism
o
r
i
d
en
tity. As such
, th
e statemen
ts
i
n
cl
ude
d i
n
D
ecree 4
5
–
19
62 t
h
e e
ducat
i
onal
ref
o
rm
i
s
prese
n
t
e
d as
a resul
t
of sci
e
nt
i
f
i
c
an
d c
u
l
t
u
ral
pr
o
g
ress a
n
d
of “t
he co
u
n
t
r
y
’
s nee
d
f
o
r
soci
al
an
d ec
on
om
i
c
devel
opm
ent
(t
hat
)
ju
st
i
f
y
a pe
ri
odi
c
re
eval
uat
i
o
n
of
s
u
ch
sy
st
em
s, pl
ans a
n
d e
ducat
i
onal
pr
o
g
ram
s
”.
W
i
t
h
in th
e con
t
ex
t
o
f
Allegiance f
o
r
Progress
, a
No
rt
h
Am
erican
po
litical p
r
ogram
fo
r Latin
Am
erica, the discourse of econom
i
c
m
odernization – a
n
a
tio
n
a
l aim
–
was m
a
teriali
zed
in
relation to
th
e
educat
i
o
nal
sy
s
t
em
as a ki
n
d
o
f
t
r
ai
ni
ng
t
h
at
had
m
o
re em
phasi
s
on
su
b
j
ec
t
s
t
h
at
co
ul
d
be
ap
pl
i
e
d
or
p
r
a
c
t
i
ced
as basis for the
prepa
r
ation of “the
new human continge
nt the count
ry ne
e
d
s (…
) to accelerate the proc
ess of
i
t
s
devel
opm
ent
”
[
1
2]
.
At
t
h
e ser
v
i
ce
of
a
new
nat
i
o
n
a
l
p
u
rp
ose
of
sel
f
-
i
m
pr
ove
m
ent
du
ri
n
g
th
e
six
ties, th
e
academ
ic plan
is divi
ded into
two c
o
re s
u
bje
c
ts: one
wh
ich
is basic a
n
d a
n
othe
r
directed towa
rds inte
nsi
f
ying
an
d
trai
n
i
ng
; th
e latter o
r
ien
t
ed
to
ward
s th
e p
e
rform
a
n
ce o
f
p
r
o
d
u
c
tiv
e
activ
ities, an
in
itiativ
e th
at h
a
s its
clearest
expres
sion with
the creation of
the
Na
tio
na
l Institu
tes o
f
Diversified
Prima
r
y
Edu
c
a
tion
–
INEM
[1
3]
.
In
fact th
e ecclesiastical
in
stitu
tio
n
m
a
in
tain
s an
im
p
o
r
t
a
n
t
in
fl
u
e
n
ce
reg
a
rd
i
n
g
t
h
e
ed
u
cation
a
l
p
e
rsp
ectiv
e alt
h
oug
h it ho
ld
s
a m
o
re d
i
screte pu
b
lic
p
r
o
f
ile
[1
4]
.
At
t
h
e sc
ho
ol
l
e
vel
,
wi
t
h
t
h
e i
n
cl
usi
o
n
of
t
h
e
su
bj
ect of
Relig
ion
all th
r
ough
ou
t th
e upp
er sch
o
o
l
pr
ogr
am as a
m
a
n
d
a
to
r
y
su
bj
ect and
w
ith
i
n
th
e co
n
t
en
ts
of
t
h
e
of
fi
ci
al
C
o
l
o
m
b
i
a
n
Hi
st
ory
c
o
urs
e
o
f
19
6
2
, s
p
eci
fi
cal
l
y
on t
h
e s
u
bject
o
f
Co
lomb
ian
Cu
ltu
ra
l
Developme
nt
(
M
EN, 1
9
6
3
)
, t
h
e ch
urc
h
’
s
i
n
fl
ue
nce i
s
ob
vi
ous
[1
5]. This
subject is de
dicated specifica
lly
to
th
e Cath
o
lic C
h
urch
as is no
t
e
d
on
t
h
e list of top
i
cs th
at
m
u
st
be a
d
dres
se
d:
“The
r
o
l
e
t
h
at
t
h
e C
h
u
r
c
h
pl
ay
s i
n
t
h
e fi
el
d
of c
u
l
t
ure,
rel
a
t
i
ons
h
i
ps bet
w
een C
h
u
r
c
h
an
d St
at
e, R
e
gi
m
e
of t
h
e Pat
r
o
n
age a
nd C
o
nco
r
dat
”
. Th
us,
h
o
wev
e
r su
b
tle its in
clu
s
io
n
in
th
e
prog
ressiv
e
po
litical d
i
s
c
o
u
rse m
i
g
h
t
b
e
, th
e b
i
nd
ing
relatio
n
s
h
i
p
between
n
a
tio
n
a
l
cu
lture and
th
e catholic ch
urch is still v
e
ry
p
a
lp
ab
le with
in th
e acad
em
ic p
l
an
s an
d pro
g
ram
s
.
In t
h
is context, as pa
rt of the
An
al
yt
i
c
al
pr
o
g
ra
ms
of
s
o
ci
a
l
st
udi
es
an
d
p
h
i
l
o
s
o
p
h
y f
o
r
t
h
e f
i
rst
a
n
d
second cycles
of pri
m
ary e
duc
ation
of 1962, social
st
udies
a
r
e desc
ri
be
d as “m
oral, spiritual a
n
d civic
tr
ain
i
ng
f
o
r
st
ud
en
ts”, sub
o
r
d
i
n
atin
g th
e study o
f
h
i
st
o
r
y as
a m
ean
s o
f
teach
i
ng
v
a
lu
es, an
d leav
i
n
g aside its
q
u
a
lity o
f
a
d
i
scip
lin
e of kno
wled
g
e
. Th
e
h
i
sto
r
y th
at is
to
b
e
taugh
t is ai
m
e
d
at in
terp
reting
th
e
p
a
st as a
“con
s
t
a
nt
up
t
h
r
u
st
pr
ocess”
and
as a
res
u
l
t
o
f
t
h
e
“co
nt
i
n
uo
us
an
d c
o
l
l
ect
i
v
e i
n
fl
uence
o
f
t
h
e
m
o
st
di
ver
s
e
gr
o
ups
an
d i
n
di
vi
d
u
al
s
wi
t
h
i
n
st
r
o
n
g
b
o
n
d
s
of
sol
i
dari
t
y
” [1
5]
. F
o
r t
h
e s
u
bject
of
C
o
l
o
m
b
i
a
n Hi
st
ory
,
“Cu
ltiv
atin
g
feelin
g
s
of p
a
t
r
io
tism/ Sen
t
i
m
e
n
t o
f
p
a
tr
io
tism”, “ev
ok
ing
th
e essen
ce of th
e Co
lo
m
b
ian
so
u
l
”,
“re estab
lish
i
ng
th
e lov
e
for
th
e m
o
t
h
erl
a
nd
”, an
d “em
phasi
zi
ng a se
nse
of
her
o
i
s
m
”
were al
l
est
a
bl
i
s
hed as
the courses’ objectives.
Teaching
th
is g
h
i
st
o
r
y ex
emp
lifies a clear
civ
i
c and
evo
l
u
tio
n
a
ry d
i
v
i
sio
n
bu
ilt u
pon
th
e basis of
a
positive
val
u
ation
of the
count
ry’s
destiny and equa
lly conceals m
u
ltiple conflic
ts including
violence
.
A
lth
oug
h
th
e su
bj
ect o
f
Human
Rig
h
t
s
is in
clud
ed, and lab
e
led
as a
t
opic that s
upports
dem
o
cracy, its
in
terpretatio
n
an
d u
tility is d
e
fin
e
d
as a
fun
c
tio
n of cu
rren
t po
litical ti
mes. In
a
v
e
ry ex
p
licit m
a
n
n
e
r, it is
stated
th
at h
i
sto
r
y oug
h
t
to
be stu
d
i
ed
as “a g
r
o
und
th
at en
ab
les
g
i
v
i
ng v
a
lu
e to
th
is
p
o
litical reg
i
me o
v
e
r
th
o
s
e
fro
m
th
e
p
a
st and
presen
t”; a fact th
at ex
clud
es a cri
tical d
i
m
e
n
s
io
n
of th
e Co
l
o
m
b
ian
p
o
litical
syste
m
a
m
id
st th
e scen
ari
o
of a co
l
d
war.
Th
e con
t
en
ts th
at m
a
k
e
u
p
Nation
a
l Hi
sto
r
y tell th
e sto
r
y of a co
un
try th
at
begi
ns wi
t
h
t
h
e Di
sco
v
ery
o
f
Am
eri
ca (C
onque
st
) an
d en
d
s
wi
t
h
t
h
e n
o
t
i
on
of t
h
e c
onc
ept
of m
o
t
h
erl
a
nd i
n
th
e 19
50’s. It i
s
asto
und
ing
that with
in these
m
e
m
o
ries neither T
h
e
Violence
3
n
o
r th
e labor or land
con
f
li
cts,
nor the
political tensions a
nd othe
r so
cial di
fficulties from
the past
decad
e are eve
r
m
e
ntioned. Evoking the
latest p
r
esid
en
t
s
, th
eir m
a
in
do
ing
s
and
refo
rm
s su
mmarizes th
e cou
n
t
ry
’s
latest traj
ecto
r
y.
An
ot
he
r t
opi
c,
pa
rt
o
f
t
h
e
cont
e
n
t
o
f
t
h
e C
o
l
o
m
b
i
a
n
Hi
st
ory
s
u
b
j
e
c
t
i
s
t
h
at
w
h
i
c
h “P
oi
nt
s
o
u
t/Sp
ecif
i
es th
e m
o
tiv
es an
d cir
c
u
m
stan
ces w
h
ich
h
a
v
e
d
e
ter
m
in
ed
a jo
int-
p
a
r
t
y r
e
g
i
m
e
,
th
r
ough
th
e h
i
sto
r
y
o
f
Th
e Repub
lic” (MEN,
1
963
); a cond
itio
n th
at
m
i
g
h
t
b
e
in
terpreted
as
an
op
en
m
ech
an
ism
o
f
leg
iti
mizin
g
the restricted syste
m
of dem
o
cracy
of t
h
e times [15]. The
teachings about
coexistence t
h
at are prom
ot
ed by
the National Front are
not bas
e
d on a an a
n
al
ysis of a
history of vi
olence a
s
its source; instead, the m
e
mories
o
f
a
p
o
litical an
d social strugg
le are silen
c
ed
b
y
th
e
schoo
l syste
m
.
3
The Violence is
known as
the period in
which
there was
v
i
olen
t
co
nfrontation with
in the frame of th
e liberal –
conservat
i
ve
dis
pute
in se
arch
fo
r power,
and
the
politi
cal
rep
r
essi
on tha
t
o
ccured
during th
e m
i
ddl
e of
the
20th
cen
tur
y
.
During this
time, almost 200
,000
lives wer
e
lost.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJERE
Vol. 3, No. 4,
Decem
ber 2014 :
218 –
227
22
2
Th
e
o
n
l
y co
n
t
en
t th
at refers to th
e conflict o
r
v
i
o
l
en
ce,
within
th
e Pro
g
ram o
f
the s
u
bject
of
History,
is th
at r
e
lated
to
th
e civ
il w
a
r
s
o
f
the 1
9
t
h
Cen
t
u
r
y. Th
e in
terp
r
e
tativ
e fra
m
e
w
o
rk
suggested
is: “p
r
e
sen
tin
g
th
e civ
il
wars
o
f
th
e
p
a
st centu
r
y as a resu
lt
of th
e
ef
fo
rts to
re
-establis
h ju
sti
ce; to note
/m
ake evide
n
t
how
these ha
ve
bee
n
a
n
obstacle
for
prog
ress
, how
peace
be
ne
fits all and is
essential to the country
’s
progres
s
material and cultural progres
s, reason
wh
y ev
ery Co
lo
m
b
ian
is in
th
e d
u
t
y o
f
p
r
eserv
i
ng it“ [1
5
]
. Th
e way in
wh
ich
ci
v
il wars are
read
/in
terpreted fo
llo
ws a
h
e
ro
ic
p
a
th
(ª
to re estab
lish ju
stice) t
h
at pro
t
ects bo
th p
a
rties’
actio
n
s
, ev
en
if n
o
t
stated
exp
licitly. In
ad
d
itio
n
,
referring
to
th
e n
e
gativ
e asp
ects o
f
th
e war argu
i
n
g
on
b
e
h
a
l
f
o
f
pr
ogr
ess,
wh
ile th
e so
cial an
d po
l
itical i
m
p
act is
ig
nored. Th
is is th
e
Nation
a
l Fro
n
t
’s fun
c
tio
n
a
l
approach t
h
at
– at these times –
fi
n
d
s t
h
e
rhet
ori
c
ar
o
u
n
d
de
vel
opm
ent
not
o
n
l
y
t
h
e uni
fy
i
ng
fact
o
r
on
a
p
o
litical lev
e
l
b
u
t
also
a d
i
ssu
a
siv
e
elem
en
t
fro
m
th
e con
s
id
eration
ab
ou
t
th
e
d
e
stru
ction
an
d respo
n
sib
ilities
th
at th
e
p
o
litical p
a
rties
h
a
d
du
ri
n
g
th
e tim
es
of Th
e
Vio
l
ence.
4.
THE 8
0
’
S
.
: B
ETWEEN C
O
NCE
ALIN
G
AN
D
CO
NF
R
O
NTI
N
G
Al
t
h
o
u
g
h
f
r
om
t
h
e
go
ve
rnm
e
nt
’s
pe
rspect
i
v
e de
vel
o
pm
ent
an
d
pr
o
duct
i
v
i
t
y
were
bot
h t
h
e m
o
t
i
v
es
and l
e
gi
t
i
m
a
ting
fact
o
r
s rel
a
t
e
d t
o
t
h
e di
rect
i
on
gi
ve
n
t
o
ed
ucat
i
o
n
,
i
n
t
h
e m
i
ddl
e of t
h
e
1
9
7
0
’
s
a new
pers
pective tha
t
was slowly introduce
d
, est
a
blishes its
elf
during the
next decade.
Libe
ral presi
d
e
n
t Alfons
o
López M.’s
Developm
ent plan to “Close t
h
e Ga
p”
(DNP, 1975),
puts
education at
the service of
social
welfa
re
[16
]
. In
th
is sen
s
e,
o
n
e o
f
th
e
first ob
j
ectives appo
inted to t
h
e school system
is
the res
p
ect for l
i
fe a
nd
t
h
e h
u
m
a
n ri
ght
s as t
h
e bas
i
s t
h
at
cont
ri
b
u
t
e
t
o
i
n
di
vi
d
u
al
an
d soci
al
devel
opm
ent
;
t
h
e pri
n
ci
pl
e
s
t
h
at
education m
u
st respond t
o
stress out a critical and activ
e i
n
d
i
v
i
du
al, an
d
th
e kn
ow
ledg
e th
at scho
o
l
s
pr
ov
ide
m
u
st
respon
d t
o
a soci
al
real
i
t
y
and co
nt
ri
b
u
t
e
t
o
t
h
e s
o
l
u
t
i
on
of c
u
r
r
ent
soci
al
pr
o
b
l
e
m
s
. H
o
we
ve
r, t
h
i
s
new
d
i
rection
was n
o
t
fo
rm
ally
e
s
tab
lish
e
d
wit
h
in
th
e schoo
l
c
u
r
r
i
c
ul
a a
n
d
w
a
s nei
t
h
e
r
c
o
ns
i
d
ere
d
no
r m
odi
fi
ed
du
ri
n
g
t
h
e s
u
b
s
eque
nt
presi
d
e
n
t
i
a
l
t
e
rm
i
n
t
e
rm
appoi
nt
ed t
o
J
u
l
i
o
C
é
sa
r T
u
r
b
ay
Ay
al
a (1
97
8
-
1
9
8
2
)
.
Du
ri
n
g
t
h
e
19
80
’s, B
e
l
i
s
ari
o
B
e
t
a
ncur C
.
’
s
(1
9
8
2
-
1
9
8
6
)
conse
r
vat
i
v
e
go
ve
rnm
e
nt
consi
d
er
s t
h
e
n
eed to “edu
c
ate itself po
litically” an
d
it i
s
im
p
lic
itly ac
cep
ted th
at t
h
e state’s i
n
stitu
tio
n
s
are no
t t
h
e so
le
o
w
n
e
rs o
r
ax
is fo
r po
litics. It is d
e
ter
m
in
ed
th
at ed
u
cation
an
d
so
cial scien
ces m
u
st “en
ab
le a d
e
b
a
te aroun
d
id
eas reg
a
rd
ing
power an
d
t
h
e forces th
at act with
in
and
throug
h
th
e i
n
stitu
tio
ns, so
th
at
th
e fu
t
u
re
o
f
ci
tizen
s
i
s
t
o
part
i
c
i
p
a
t
e consci
ousl
y
and
res
p
o
n
si
bl
y
i
n
t
e
rm
s
of t
h
e f
unct
i
o
n
i
n
g an
d
dev
e
l
opm
ent
of s
o
ci
al
,
eco
no
m
i
cal, an
d
p
o
litical structu
r
es”
[1
7
]
.
Alth
oug
h
d
e
mo
cracy is n
o
t
o
u
t
in
to
qu
estio
n
as a p
o
l
itical
syste
m
,
th
e Co
lo
m
b
ian
m
o
d
e
l is
criticized
. Du
ri
n
g
Betan
c
ur’s
ad
m
i
n
i
stratio
n
(198
2-198
6) th
ere is an
op
en
recogn
itio
n
abo
u
t
th
e lim
i
t
ati
o
n
s
o
f
the country
’s de
m
o
cratic syste
m
, prot
ecte
d
by
“objective factors of Viole
n
ce” (DNP,
1983:
9), t
h
at is to say
stru
ctural flaws th
at m
a
n
i
fest th
em
selv
es in
a v
i
o
l
en
t co
nflict [18
]
.
The
g
ove
r
n
m
e
nt
’s i
n
t
e
rest
i
n
ed
ucat
i
o
n
du
r
i
ng t
h
i
s
peri
od
i
s
ba
sed
o
n
p
e
rcei
vi
n
g
i
t
as
a fact
o
r
t
h
at
cont
ri
b
u
t
e
s t
o
t
h
e res
o
l
u
t
i
o
n
of
vi
ol
e
n
ce. T
h
e ed
ucat
i
o
nal
em
phasi
s was
on i
m
pro
v
i
n
g
the balance of the
obj
ect
i
ve co
n
d
i
t
i
ons of
s
o
ci
al
pro
g
res
s
,
reco
gn
ized
as th
e
m
ean
s th
ro
ugh
wh
ich
t
o
stop
th
e co
nflict. Alon
g
with
th
e pu
rpo
s
e o
f
spread
i
n
g
edu
cation
n
a
tio
nwid
e,
the ratio
n
a
lity of its edu
cational p
o
litics is orien
t
ed
towa
rds
an e
d
ucation about
rights,
peace,
and dem
o
cratic pri
n
ciples
as
the foundation of a
ne
w ki
nd
of
citizen.
The c
r
itical citizen acquires a
leading role.
As the
presid
en
t exp
r
essed
i
n
an
in
terv
iew pu
b
lish
e
d
b
y
El
País fro
m
Sp
ain
(May 2
9
1
982
):
“I will ed
u
cate
m
y
p
e
o
p
l
e so
y it is ab
le to qu
estion ev
ery inju
stice it h
a
s
to
pu
t
u
p
with
”.
Differen
t
fro
m
th
e d
i
scourse
h
e
ld
d
u
ring
th
e 1
960
’s, th
e idea ab
ou
t a
la
ck o
r
d
e
ficien
cy i
n
edu
c
a
tion
= violence
is relativ
ized
b
y
t
h
e
g
o
v
e
rn
m
e
n
t
as an
i
n
terp
ret
a
tiv
e fram
e
o
f
th
e lo
cal situ
at
io
n
and
th
e i
d
e o
f
t
h
e
existence of c
o
nflicts of different
origins and levels is em
braced. In
ot
her
words
,
in
this new m
ode
l, the
educat
i
o
n
p
r
o
b
l
em
i
s
onl
y
a c
o
m
pone
nt
o
r
fa
ct
or i
n
v
o
l
v
e
d
i
n
t
h
e
o
r
i
g
i
n
s
of
vi
ol
e
n
ce,
b
u
t
i
t
i
s
al
so i
t
s
s
o
l
u
t
i
o
n
.
This
pers
pective is introduc
ed in t
h
e aca
de
m
i
c plan
s, as th
e in
tegration
of
t
h
e s
u
b
j
e
c
t
s
of
hi
st
o
r
y
w
ith
g
e
o
g
r
a
p
hy an
d
th
e d
e
let
i
o
n
of
civ
i
cs. Th
e r
e
for
m
s w
e
r
e
ar
gu
ed
in
t
h
e cu
r
r
i
cu
lar
do
cu
m
e
n
t
(
M
EN
, 1
984)
with
in
an
in
terd
iscip
lin
ary
d
i
men
s
io
n
of social scie
n
ces, as th
e fo
und
ation o
f
kn
ow
ledg
e
an
d co
m
p
r
e
h
e
n
s
ion
requ
ired
b
y
social reality [1
9
]
. Th
e so
cial scien
ces were
presen
ted
as i
n
terpretativ
e scien
ces and
n
o
t
as tru
t
h
s
,
and t
h
ey
wer
e
put
i
n
fu
nct
i
on
of t
h
e s
o
c
i
al
t
r
ansf
orm
a
ti
on t
h
at
fol
l
o
wed a “c
ritical and em
ancipatory
p
e
rsp
ectiv
e”,
on
e th
at
was in
d
i
rect co
n
t
rast
with
th
e p
a
t
r
io
t
i
c tru
t
h th
at
h
a
d
led th
e
p
a
t
h
u
n
til th
at tim
e.
In
term
s o
f
edu
catio
n, th
is new d
i
rection
was a
ssociate
d
with the peac
e pr
ocess t
h
at
had
been
put
into progre
ss by the nationa
l gove
rnm
e
nt
with the guerrillas M-19
(April 19th Move
m
e
nt) and the
FAR
C
(Arm
ed
revo
lutio
n
a
ry
fo
rces
o
f
Co
lo
m
b
ia).
Th
is is clea
rly d
e
m
o
n
s
trated in
th
e co
n
t
en
t of th
e d
e
b
a
tes
related
to
th
e
ru
lin
g
s
of th
e reform
for th
e subj
ect
o
f
so
cial sciences.
Desp
ite t
h
e fact th
at m
a
n
y
c
r
itics p
e
rtain
i
ng
to th
e edu
c
atio
n
field
recog
n
i
zed
th
at t
h
e
Curricul
a
r
Reno
va
tion
con
t
ribu
ted
to
t
h
e g
e
n
e
ratio
n
of critical th
in
k
i
n
g
, th
ey ob
serv
ed
t
h
at th
ere
was still ev
id
en
ce of
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Vio
l
en
ce an
d Na
tio
na
l History
Tea
c
h
i
n
g
(19
48-200
6
)
:
An
In
stitu
tion
a
l
Co
lomb
i
a
n .... (
M
a
r
ia Isab
el C
r
istin
a
)
22
3
measures of patriotic
indo
ctrination and
of teachings
of “indivi
dual
jus
tification”
[20]. In a
context
whe
r
e
th
ere is a
h
i
gh ind
e
x of i
n
surg
en
t
v
i
o
l
en
ce, th
e i
n
tro
d
uction of a
decree
that
de
term
ined teac
hing s
p
ecial
subjects suc
h
a
s
Education for p
eace, dem
o
cracy, social life and a Bo
liva
r
ian Lecture (Decree 0239
– 1983)
was co
nsi
d
e
r
e
d
a so
rt
of “i
d
e
ol
o
g
i
cal
of
fe
nsi
v
e” a
g
ai
nst
t
h
e go
ver
n
m
e
nt
an
d i
t
s
fou
ndat
i
o
n
on t
r
a
d
i
t
i
onal
con
s
er
vat
i
v
e i
d
eal
s [2
1]
. Th
ey
assured t
h
i
s
di
rect
i
on
wa
s
m
a
de obvi
o
u
s wi
t
h
t
o
pi
cs
such as:
“res
cui
n
g
Ch
ristian
v
a
lues, th
e exaltati
o
n
of
p
a
tri
o
tic sym
b
o
l
s (th
e
flag
, th
e n
a
tion
a
l em
b
l
e
m
a
n
d n
a
ti
o
n
a
l anth
em
),
reiteratin
g
t
h
e
n
a
tio
n
a
l i
d
en
tity b
a
sed
on
th
e d
e
fen
s
e
o
f
t
r
ad
itio
n
,
t
h
e rej
e
ctio
n
of “foreig
n
i
d
eas” in
term
s o
f
p
o
litics and
even
o
n
th
e
presid
en
t
’
s
u
s
e
o
f
a
co
mm
o
n
p
opu
lar langu
ag
e” [2
0
]
.
Fro
m
th
e o
ppo
site p
o
litical
p
e
rsp
ectiv
e, t
h
e
Curricular Renovation
was rejected
by som
e
social
spheres a
nd
by
som
e
conservative politicians because it
wa
s considered to have te
nde
nci
e
s base
d on M
a
rxis
m
(t
he c
u
r
r
i
c
ul
a
r
ref
o
rm
and
t
h
e
p
r
act
i
ces, q
u
o
t
e
d
by
C
E
PE
CS, 198
5)
[20
]
.
W
i
t
h
th
is in
con
s
id
eratio
n, Presid
en
t
Betan
c
u
r
’s
p
r
op
o
s
al to
n
e
go
tiate with
th
e
gu
errillas
clai
med
an
edu
cation
of trad
itio
n
a
l
Natio
n
a
l
Histo
r
y in
C
o
l
o
m
b
i
a
, as a bo
dy
of k
n
o
w
l
edge se
parat
e
fr
om
t
h
e soci
al sciences, plus an increas
e i
n
the num
b
er of
hours
of
st
u
d
y
pe
r
w
eek i
n
o
r
der t
o
be a
b
l
e
t
o
co
nf
ro
nt
t
h
e
i
d
e
o
l
o
gi
cal
sp
here
o
f
sub
v
e
r
si
o
n
:
Now m
o
re th
an
ev
er it is essen
tial to
resist th
e in
flu
e
n
ce
of m
u
lt
ip
le in
tern
al and
ex
ternal facto
r
s in
our
nation t
h
at
threaten t
h
e most im
portant values of th
e
nat
i
onal s
oul.
Now m
o
re than e
v
er, it is neces
sary to
streng
th
en
th
e
trib
u
t
es t
o
th
e
m
o
th
erlan
d
,
the kn
owle
d
g
e
a
n
d
ap
p
r
eci
at
i
on of nat
i
o
nal
h
e
roes
an
d di
g
n
i
t
a
ri
es
and t
h
e i
m
port
a
nce o
f
k
n
o
w
i
ng t
h
e
val
u
e
of
t
h
e ori
g
i
n
s o
f
ou
r dest
i
n
y
am
on
gst
t
h
e chi
l
d
ren a
nd y
o
u
t
h
of
ou
r
n
a
tio
n (El C
o
l
o
m
b
ian
o
Newsp
a
p
e
r, Ed
itorial Co
lu
m
n
, Augu
st
1
9
,
1
983
).
W
i
t
h
in
t
h
is in
t
e
rpretativ
e framewo
r
k
,
sh
ared
by t
h
e Col
o
m
b
ian Acade
m
y
o
f
H
i
stor
y (
A
C
H
), th
e
cu
rr
icu
l
u
m
w
a
s d
e
n
oun
ced as a m
ean
s o
f
i
n
citin
g
th
e
f
i
gh
t ag
ain
s
t so
cial classes, a “school o
f
h
a
te”
[
2
2
]
.
Th
is
state
m
en
t was b
a
sed
on
th
e descrip
tion
of th
e curri
cu
lar ch
ap
ter titled
“Co
l
o
m
b
i
an
Social Real
ity” (
M
EN,
1
984
) wh
ich in a
v
e
r
y
op
en
ly
man
n
e
r st
ated
the e
x
istence
of a “
w
orl
d
of th
e
ri
ch”,
c
onst
i
t
u
t
e
d
by
a m
i
no
ri
t
y
th
at en
jo
ys “th
e
p
e
r
s
o
n
a
l good
s of
a so
ciety o
f
con
s
u
m
p
tio
n
”
, and
o
f
the “w
o
r
l
d
of
th
e p
o
o
r
”, a wo
rld
of
eno
r
m
ous di
m
e
nsi
o
ns a
nd c
o
n
d
em
ned t
o
l
i
vi
ng a c
o
nst
a
nt
fi
g
h
t
f
o
r s
u
rvi
v
al
[1
9]
.
As
an aft
e
r
w
or
d
t
o
t
h
i
s
co
nsp
i
racy th
eo
ry was th
e fact th
at “Th
e
su
ccess th
at th
e g
u
e
rrilla h
a
d
a
m
o
n
g
st th
e yo
u
t
h
was du
e
to
th
e
latter’s ign
o
ran
ce reg
a
rd
i
n
g n
a
tion
a
l h
i
st
o
r
y”; and
h
e
nce p
r
o
c
laim
ed
th
at “it is im
p
o
r
tan
t
to
dev
e
lop
a
national cam
paign for peace a
n
d
sec
u
rity
and
to urge
ntly
rec
ove
r t
h
e e
ducat
ion
of Col
o
m
b
ian
history”
[23].
5.
THE REC
O
GNITI
O
N
OF THE S
O
CI
OPOLIT
ICAL
C
O
N
F
LICT I
N
COLO
MBI
A
N
EDU
CATI
O
N
Al
t
h
o
u
gh
du
ri
ng t
h
e
19
8
0
’s
an up
dat
e
d
vi
si
o
n
of
hi
st
ory
an
d soci
a
l
sci
e
nces was offi
ci
al
l
y
in
trodu
ced, it
was
o
n
l
y in the 19
90
’s th
at t
h
e MEN (m
in
istry o
f
edu
cati
o
n)
p
u
b
lish
e
d
co
n
c
rete
p
r
o
g
ra
m
s
o
f
study for eac
h school level.
The Social Sciences progr
am f
o
r
t
h
e f
our
th year
o
f
upp
er sch
o
o
l
, pub
lish
e
d
in
1
991
, is obv
iou
s
ly v
e
ry
d
i
stan
t fro
m
th
e
roman
tic p
e
rs
p
e
ctiv
e and
fram
e
d
ex
p
licitly with
in
t
h
e
refo
rm
of the
st
udy
pl
a
n
s o
f
19
8
4
as i
t
i
s
pr
op
ose
d
t
o
se
rv
e as t
h
e
“Basis for ju
dg
m
e
n
t
th
at m
a
y analyze the problems that
the country is c
u
rrently faci
ng” [24].
Give
n that a
practical orientation is requi
r
ed
t
o
interve
n
e the
prese
n
t
and t
h
e future, the ne
w
gui
delines installs recent hist
ory in
schools and with
t
h
at, the
knowle
dge
about the
nati
onal c
o
nflict.
W
i
t
h
in
th
e g
e
n
e
ral reco
mmen
d
a
tion
s
it is affir
m
ed
th
at: “W
e b
e
liev
e
th
at kno
wi
ng
ou
r
own
reality we
m
a
y
b
e
m
o
re
free, we will
b
e
ab
le to
contrib
u
t
e m
o
re an
d b
e
m
o
re
toleran
t
an
d th
erefore
b
e
m
o
re d
e
m
o
cratic an
d less
v
i
o
l
en
t” [24
]
. Und
e
r th
is ratio
n
a
lity, a b
e
tter an
d
larg
er d
i
ffu
s
ion
of th
e k
nowledg
e co
n
t
ri
b
u
t
es to
th
e
in
stau
r
a
tion
of
th
e
su
bj
ects o
f
d
i
f
f
e
r
e
n
ces
with
in
so
ciety and th
e terrain
s
fo
r d
e
b
a
te and
n
e
g
o
tiatio
ns.
W
i
t
h
in th
e conten
ts estab
lished
it is ackn
owledg
ed
that t
h
e c
o
nflict works
as a
catalyst for
history,
m
o
v
i
n
g
away fro
m
th
e p
e
rsp
e
ctiv
es th
at ig
no
re its ex
is
ten
c
e, v
a
lu
e it n
e
gativ
ely o
r
id
entify it
ex
clu
s
ively as
acts of viole
n
c
e
. Not only contents
re
garding dem
o
cracy and
peace are in
cluded, as was stipulated in the
1980s,
but also those relate
d to vi
ole
n
ce.
The c
onstituti
on
of a peace
ful
society doe
s
not
ori
g
inate
in the
d
i
sreg
ard
o
r
i
g
n
o
ran
ce of th
e
n
a
tio
n
a
l co
m
p
lex
ities, wa
r and
v
i
o
l
en
ce
bu
t in
stead
m
u
st emerg
e
fro
m
a critical
refl
ect
i
o
n
base
d
on
t
h
em
.
At
t
h
e t
h
res
h
o
l
d o
f
t
h
e 1
9
9
0
s
, t
h
e
seco
n
d
hal
f
of
t
h
e t
w
ent
i
e
t
h
ce
nt
ury
m
a
kes part
of
t
h
e sc
ho
ol
co
n
t
en
ts, add
r
essed
fro
m
th
e p
o
i
n
t
of v
i
ew o
f
th
e
v
i
o
l
en
ce, th
e so
ciop
o
litical stru
gg
les and
th
e in
tern
al
co
nfron
t
atio
n
s
[2
4
]
.
Du
ri
n
g
th
is tim
e, th
ere is an
in
terp
retativ
e i
n
v
e
st
m
e
n
t
set forth
b
y
th
e MEN as a
d
i
stin
gu
ish
i
n
g
fact:
C
o
l
o
mb
i
a
: Vi
ol
en
ce &
d
i
ct
at
orshi
p
19
46
-
1
9
5
7
as su
bj
ect. In
it, b
e
sid
e
s appo
in
t
i
ng
violence
to a s
p
ecific
party,
new s
o
ci
oec
o
nomic and struct
ural
factors a
r
e
tak
e
n in
to co
nsid
eration
,
and th
ere
is the im
pacts
ove
r territory and
population are taken in
to
account. Partic
ularly, th
e subject of land owners
hi
p
acqui
res ce
nt
ra
l
im
port
a
nce
i
n
t
h
e
pr
ocess
of
violence
.
Ad
d
ition
a
lly, th
e ex
isten
ce
of a civ
il war un
affiliated
fro
m
to
Gu
stavo
Roj
a
s Pi
n
illa’s (1
953
-19
57) d
i
ctato
r
sh
ip
is ex
pressed
.
Even
if th
e
do
cumen
t
d
o
e
sn
’t sp
ecify
th
e go
v
e
rn
m
e
n
t
th
at it is referring
to, with
i
n
th
e
p
o
litical i
m
ag
in
ary o
f
t
h
at sp
ecific
p
e
riod
of ti
m
e
, t
h
e civ
il
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJERE
Vol. 3, No. 4,
Decem
ber 2014 :
218 –
227
22
4
dictators
h
ip
ha
s always bee
n
associated t
o
t
h
e
govern
m
e
nt
of
Lau
r
ea
no
Góm
ez. The
g
u
i
d
el
i
n
es
gi
ven
by
t
h
e
M
E
N re
gar
d
i
n
g t
h
e ap
pr
oac
h
t
h
at
i
s
t
o
be gi
ven t
o
thi
s
period of time are a
criticis
m
of the state’s
in
stitu
tio
n
a
lity with
in
t
h
e
bo
un
d
a
ries
o
f
Th
e
Vio
l
en
ce an
d estab
lish
an
an
alytical p
a
th
way o
f
v
i
o
l
en
ce
an
d of
Gom
ez’s adm
i
nistration. T
h
i
s
renewe
d
perspective is
c
o
m
p
lim
ented with the rec
o
gni
tion
of J
o
rge
Eliécer
Gaitán
as a
n
e
w so
cial lead
er and
o
f
h
i
s
po
litical p
l
atfo
rm
as an obj
ect of stu
d
y
.
Su
ch
ex
p
licit in
tro
d
u
c
tion
s
related
to
t
h
e top
i
c of
v
i
o
l
en
ce and
t
h
e su
bj
ect o
f
so
cial scien
ces is the
resu
lt
o
f
a m
o
re acu
te
p
r
ob
le
m
o
f
p
u
b
lic o
r
d
e
r and
o
f
t
h
e in
crease
o
f
its v
i
sib
ility
with
in
t
h
e m
e
d
i
a, as
i
s
m
a
ni
fest
ed
by
t
h
e m
i
ni
st
ry
’s co
unsel
or
an
d
cur
r
i
c
ul
um
di
rect
or
C
a
m
po
El
í
a
s B
u
r
g
o
s
(
p
ers
o
nal
i
n
t
e
r
v
i
e
w),
one of t
h
e authors
of
the reform
of
1984 an
d 1991.
In fact, these i
n
novations
take place
duri
ng
a period of
hi
g
h
l
e
vel
s
o
f
vi
ol
ence i
n
t
h
e ur
ban a
r
eas
rel
a
t
e
d t
o
d
r
u
g
t
r
affi
cki
ng a
n
d d
u
ri
ng
w
h
i
c
h re
no
w
n
ed
n
a
t
i
onal
p
o
litical fig
u
res were m
u
rd
ered
, in
cl
u
d
i
n
g
t
h
ree
p
r
esi
d
en
ti
al can
d
i
d
a
tes.
In
th
is co
n
t
ex
t, scho
o
l
s th
at
h
a
v
e
been m
a
rgi
n
al
i
zed fr
om
st
udy
i
ng t
h
e s
u
b
j
ect
of vi
ol
ence by the offi
cial instan
ces th
at d
e
term
in
e
d
th
e
curriculum
are
“oblige
d
” t
o
l
o
o
k
in
to th
e t
o
p
i
c.
B
e
si
des su
gge
st
i
ng ne
w hi
st
ori
cal
co
nt
ent
,
t
h
e cur
r
i
c
ul
ar
pr
o
g
ram
of 19
91 c
onsi
d
ers a
new way
o
f
app
r
oachi
ng t
o
pi
cs t
h
at
ha
ve
al
ready
bee
n
t
a
ken i
n
t
o
acc
o
unt
.
Fr
om
a t
r
adi
t
i
onal
e
n
cyc
l
ope
di
c
ap
pr
oa
ch o
f
th
e
Declaration
o
f
Hu
m
a
n
Rig
h
t
s,
th
e n
e
w d
i
spo
s
itio
ns
re
q
u
i
re th
at t
h
eir stu
d
y
h
a
v
e
a
critical p
o
i
n
t
of v
i
ew
related
to th
e co
nfron
t
atio
n
or con
t
rast
with
t
h
e
h
i
sto
r
ical
reality o
f
th
e coun
try [24
]
.
Th
e n
e
w Po
litical Co
n
s
titu
tio
n
o
f
1
991
form
u
l
ated
a n
e
w proj
ect for
th
e p
opu
latio
n an
d
fo
r the
n
a
tio
n
th
at o
r
i
g
in
ated
in
t
h
e recogn
itio
n
o
f
its
eth
n
i
c p
l
u
r
alis
m
,
its
m
u
lt
ic
u
ltu
ral ch
aracter an
d
of th
e
Hu
m
a
n
Rig
h
t
s as its co
d
e
o
f
regu
latio
n
s
. Am
o
n
g
s
t th
e p
r
i
o
rities reg
a
rd
ing
edu
c
atio
n
,
th
e Constitu
tio
n
con
s
i
d
ered
Hum
a
n Rights, peace and
de
m
o
cracy (Artic
le 67) a
nd
declared that at eve
r
y school level
both the
ruling letter
an
d
ci
v
i
cs lesso
ns were m
a
n
d
a
t
o
ry top
i
cs. Th
is liab
ility
was m
a
d
e
o
f
ficial in
/with
th
e Gen
e
ral Law for
Education
1994 and subse
quently with
in the decennial plan for e
ducati
on
1996-2005. According t
o
both
regulations
teaching
Hum
a
n Rights
is
now m
a
ndatory and the e
d
uca
tional purpose
s accent
u
ate a
clear
p
o
litical d
i
rectio
n
in
at least six
o
f
th
e t
h
ree m
a
in
p
o
i
n
t
s: Hu
m
a
n
Rig
h
t
s and
d
e
m
o
cratic p
r
in
cip
l
es,
p
a
rticip
ation
,
resp
ect toward
s a leg
iti
m
a
te a
u
tho
r
ity, critical stu
d
y
and
co
m
p
reh
e
n
s
ion
o
f
n
a
tion
a
l cu
l
t
u
r
e,
creatio
n
and
pro
m
o
tio
n
o
f
a
co
nscien
ce regard
i
n
g
n
a
tion
a
l so
v
e
reign
t
y, d
e
v
e
l
o
p
m
en
t of critical ab
ilit
ies in
fav
o
r
of a
n
a
w
are
n
ess
rega
rdi
ng
nat
i
o
n
a
l
con
f
l
i
c
t
and
of s
o
ci
al
an
d econ
o
m
i
c devel
opm
ent
.
Gi
v
e
n t
h
e
ack
nowledg
emen
t o
f
m
u
lticu
ltu
ralis
m
an
d
th
e d
i
fferen
t re
alities th
at
in
vo
lv
ed
th
e d
e
v
e
lo
p
m
en
t o
f
specific
typ
e
s o
f
kno
wl
ed
g
e
, th
e law in
itially a
llo
wed
fo
r flex
ib
ility with
in
th
e cu
rricu
l
u
m
. Howev
e
r,
d
u
ring
And
r
es
Pastran
a
’s presid
en
cy (1
998
-20
02), th
e MEN estab
lish
e
d
th
ree central themes that ha
d t
o
b
e
add
r
esse
d by
t
h
e
social sciences
. Specifically, topics
related
t
o
th
e con
f
lict an
d
v
i
o
l
en
ce
were in
cl
u
d
e
d
with
in
th
e id
ea o
f
th
e
“Subject, Civil
Society and
State co
m
m
i
t
t
ed t
o
t
h
e de
fe
nse an
d p
r
om
ot
i
on
of
hum
an ri
g
h
t
s
an
d d
u
t
i
e
s as
mechanism
s
ai
med at constituting a dem
o
cracy and at
seeking peace” (MEN, 2002ª
:
54), a
nd on a large
r
scale with
in th
e co
n
c
ep
t
o
f
“p
o
litical and
so
cial organ
i
zatio
n
s
as stru
ctu
r
es t
h
at ch
an
n
e
l
d
i
verse typ
e
s
o
f
po
we
r ai
m
e
d at
faci
n
g
di
ffe
re
nt
nee
d
s
an
d t
r
ansf
o
r
m
a
ti
ons”
[
25]
.
The s
o
cial sci
e
nces
were
ai
med at achie
ving peac
e.
It is a persp
ectiv
e to
ward
s the fu
ture
who
s
e
stan
dpo
in
t are
th
e Hu
m
a
n
Rig
h
t
bu
t wh
ose su
bsid
iary is th
e h
i
storical ack
nowledg
em
e
n
t o
f
so
cial, po
litical
and
ec
o
nom
i
c
pr
ocesses of di
verse ori
g
i
n
s
i
n
w
h
i
c
h vi
ol
en
ce fi
nd
s a sens
e and/
or e
xpl
a
n
at
i
o
n
.
A
defi
n
i
t
i
on of
Hu
m
a
n
Rig
h
t
s with
ou
t a clear con
t
ex
t is th
erefo
r
e sug
g
e
sted
.
W
i
t
h
th
ese
g
u
i
d
e
lin
es
o
f
20
02
, and
no
t on
ly in
relatio
n
to
th
e
co
m
p
lex
ities o
f
v
i
o
l
en
ce, th
ere is n
o
co
nn
ectio
n
to
con
c
rete facts o
r
h
i
st
o
r
ical pro
cesses. Th
e
“h
and
ling
an
d
co
m
p
reh
e
n
s
ion o
f
so
cial co
m
p
lex
ities” to
wh
ich
so
cial scien
ces are
officially d
i
rected
is n
o
t
fo
u
nde
d o
n
hi
st
ori
cal
k
n
o
wl
e
dge
.
The educational reform
for
peace issued
by
Past
rana’s governm
e
nt
(2002)
was eliminated in 2004
du
ri
n
g
presi
d
e
n
t
Al
va
r
o
U
r
i
b
e’s m
a
ndat
e
(2
00
2
-
2
9
6
an
d
2
0
0
6
-
2
0
1
0
)
. T
h
e new
g
u
i
d
el
i
n
es est
a
bl
i
s
he
d
by
t
h
e
MEN (2
004
) co
n
s
i
d
er t
h
e com
p
lex
ities
o
f
th
e coun
try’s v
i
o
l
en
ce in
relatio
n
to
t
h
e fo
llowing
issu
es: the after-
effects
of April 9th, the
anal
ysis
of the
pe
riod
of “T
he
Violence” a
n
d its
relationshi
p
to curre
nt
form
s of
v
i
o
l
en
ce; t
h
e ex
p
l
an
atio
n of t
h
e orig
i
n
s
o
f
t
h
e gu
errilla; p
a
ram
i
litaris
m
an
d
dru
g
t
r
affick
i
n
g
i
n
Co
l
o
m
b
i
a
, th
e
gue
rilla’s tra
n
sform
a
t
i
ons a
nd the ca
uses a
n
d conse
que
n
ces
of the
population’s
forc
e
d
displacem
ent [26]. The
stu
d
y
o
f
th
ese to
p
i
cs
du
ring
the last two
years o
f
up
p
e
r sch
o
o
l
were aim
e
d
at g
e
n
e
ratin
g
t
h
e recog
n
ition
o
f
t
h
e
fundam
ental hum
an rights a
n
d esta
blishi
ng the
stude
n
t’s critical po
sition rega
rdi
n
g
the peace process
,
situ
atio
n
s
of d
i
scrimin
a
tio
n
an
d
acts o
f
v
i
o
l
en
ce at the
h
a
nds of th
e gu
errilla.
Al
t
h
o
u
gh a
n
a
n
al
y
t
i
cal
gui
de
l
i
n
e aim
e
d at
unde
rst
a
n
d
i
n
g t
h
e si
t
u
at
i
on
of
vi
ol
ence i
n
C
o
l
o
m
b
i
a
i
s
not
sp
ecified, th
ere is an
obv
ious reso
n
a
n
ce
with
Alv
a
ro
Uri
b
e’s po
litical
d
i
scou
rse
in
t
w
o
sp
ecific poin
t
s:
1
)
with
in
th
e gu
i
d
elin
es, th
e intern
al arm
e
d
co
nflict is
not
m
e
nt
i
oned
but
i
n
st
ead t
h
ere
is a reference
to the
“current form
s of vi
olence”; in
political and mil
itary ter
m
s,
the disregar
d of a
n
internal arm
e
d conflict in the
g
o
v
e
rn
m
e
n
t
’s
p
o
litics rev
eals a sp
ecific
no
tio
n of
ho
w it con
f
ron
t
s i
n
surg
en
t v
i
o
l
en
ce: t
h
e d
e
crease
of
vio
l
en
t
activ
ity to
terro
rist th
reat is carried
ou
t b
y
“a h
a
nd
fu
l
of
v
i
o
l
en
t
p
e
op
le”. Add
ition
a
lly, th
e assertion
of th
e
syste
m
an
d
o
f
th
e d
e
m
o
cratic po
litical reg
i
me g
o
e
s h
a
nd
in
h
a
nd
with
t
h
e
d
e
n
i
al an
y
p
o
litics related to
the
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Vio
l
en
ce an
d Na
tio
na
l History
Tea
c
h
i
n
g
(19
48-200
6
)
:
An
In
stitu
tion
a
l
Co
lomb
i
a
n .... (
M
a
r
ia Isab
el C
r
istin
a
)
22
5
ar
m
e
d
f
o
r
ces. Th
is con
c
ep
tion
seem
s to
r
e
p
r
od
u
ce along th
e ed
u
cational g
u
i
d
e
lin
es as a d
i
sar
ticu
l
ate list
mad
e
u
p
of guerrilla, p
a
ram
i
l
itaris
m
an
d
d
r
ug
traffick
ing
as o
b
j
ects o
f
st
u
dy; th
e in
clu
s
io
n
o
f
d
r
ug
traffick
ing
as o
n
e
of th
e
main
acto
r
s with
in
th
e conflict, rein
fo
r
ces
th
e ex
clusion
o
f
the State fro
m
th
is lis
t an
d
the
p
e
rsp
ectiv
e
of
th
e conflict fro
m
th
e p
o
i
n
t
o
f
v
i
ew of
crimin
ality. In
fact, with
in th
e
p
o
litical d
i
scou
rse
on
Dem
o
cratic Secu
rity, th
e
d
e
-p
o
liticizatio
n
of th
e con
f
lict
is clo
s
ely related
with
th
e
o
m
i
ssio
n
of th
e
St
ate’s
im
plication as
its active age
n
t, a State whos
e powe
r is
di
s
put
e
d
a
n
d
p
u
t
i
n
t
o
quest
i
o
n
.
2)
T
h
e d
e
ni
al
of t
h
e
arm
e
d con
f
l
i
c
t
i
s
im
posed
by
Uri
b
e Vel
e
z
’
s
go
ve
rnm
e
nt
wi
t
h
i
n
t
h
e s
c
h
o
o
l
sy
st
em
and f
r
o
m
such de
ni
al
ari
s
es
a doubtful re
gard
for peace
negotiations
. T
h
is mindset se
e
m
s to be coherent with
t
h
e gui
delines that
enable
the stude
nt’s c
r
itical position
in term
s of the peace proce
ss
and t
h
e differe
n
t subve
rsive a
c
tions and
whi
c
h, a
t
th
e sam
e
ti
m
e
, igno
re th
e
po
ssib
ility o
f
al
lo
wing a cr
itical p
e
rsp
ective toward
s
war-related and
mil
itar
y
strategies that are, in fact, the
go
ver
n
m
e
nt
s’ cou
r
se
of act
i
o
n w
h
e
n
suc
h
a
cadem
ic guidelines are im
posed. It
is relev
a
n
t
to recall th
at du
ri
n
g
bo
th
o
f
Urib
e
Ve
lez’s presid
en
tial p
e
riod
s t
h
e
p
o
litical op
po
sition
and
the
stakes that considere
d
a ne
gotiation as
m
e
a
n
s of ending
c
o
nflict were st
igm
a
tized as pertaining to a
“civic
guerrilla” or “ca
güaneros”; thi
s
perspective cap
italized the failure and unpopular
ity of the peace process that
took place
in
San Vicente del Ca
guán during
Pastra
na’s governm
e
nt.
Th
e cu
rren
t acad
em
ic g
u
i
d
e
lin
es lack
a
jo
in
t
p
e
rsp
ective and
lack
the ackn
o
wled
gmen
t o
f
th
is
v
i
o
l
en
t
reality
as th
e b
a
ckd
r
op
to
a m
o
re acu
t
e prob
lem
th
at h
a
s an
ev
en
g
r
eater
scop
e.
It isn
’
t estab
lished
as a
h
i
sto
r
ical
d
i
scou
r
s
e bu
t in
stead
as a specif
i
c
an
d d
i
scon
n
ect
ed
typ
e
o
f
know
ledg
e
r
e
g
a
r
d
i
n
g d
i
ff
er
en
t asp
ects
o
f
th
e arm
e
d
co
n
f
lict. Fu
rth
e
rm
o
r
e, with
in
th
is
ref
o
r
m
, di
ffere
nt
t
opi
cs rel
a
t
e
d
t
o
pl
ural
i
s
m
an
d
m
u
lticulturalism are also in
troduce
d
. T
h
ese
are accepte
d unde
r the
param
e
ters that ignoring
diffe
rences
is one
of t
h
e g
r
ou
n
d
s pert
ai
ni
ng t
o
v
i
ol
ence, an
d t
h
e norm
s
regul
a
t
e such di
f
f
ere
n
ces.
Whi
l
e
a dem
o
crat
i
c
di
scou
rse
is ou
tlin
ed
i
n
t
h
e cu
ltu
ral sphere, t
h
e
p
o
litical aren
a stig
m
a
tizes co
n
t
rov
e
rsy.
6.
THE INVISIBLE ANGLES OF HISTORY:
T
H
INKING CITIZ
E
NSHIP
BASED ON
CO
NFLICT
Lesson
s
i
n
h
i
sto
r
y, i
n
term
s of its ti
m
e
in
ten
s
ity a
n
d
th
e top
i
cs related to
th
e conflict th
at
m
a
k
e
up
its
cu
rricu
l
u
m
, hold
a cl
o
s
e
relatio
n
s
h
i
p
t
o
th
e so
ci
o
p
o
litical
scen
ario
of each
era; th
is i
s
th
e
field
where the
con
v
e
n
i
e
nce
o
f
t
h
e t
o
pi
cs i
n
cl
ude
d i
n
t
h
e
cur
r
i
c
ul
um
i
s
eval
uat
e
d.
W
i
t
h
a hi
st
o
r
i
cal
r
e
vi
ew
of e
duc
at
i
onal
p
o
litics and
sch
o
o
l
curricu
la o
n
e
m
a
y estab
lish
th
at th
e
tran
sfo
r
m
a
tio
n
of th
e con
t
en
ts
bein
g
taugh
t with
in
th
e
dom
ain of social sciences is
closely related to the
wa
ys i
n
whic
h dem
o
cracy and citizens
h
ip a
r
e c
o
nceived.
Add
itio
n
a
lly, t
h
e im
p
o
r
tan
c
e
g
i
v
e
n
to th
e social scien
ces is clo
s
ely related
to th
e
way i
n
wh
ich
th
e top
i
cs of
devel
opm
ent and
dem
o
cracy are cast during each historica
l
era. In fact, s
i
nce the 1
950s
,
bot
h are cons
tantly
refe
rre
d t
o
as t
h
e m
a
i
n
goal
s
of
ed
ucat
i
o
n
h
o
we
ve
r m
u
ch t
h
ei
r i
m
port
a
nc
e an
d si
gni
fi
ca
nce c
h
an
ge.
D
u
r
i
ng
th
e 19
50
s, Co
l
o
m
b
ian
h
i
sto
r
y g
a
i
n
s gr
eat i
m
portanc
e as an instrument used to s
h
a
p
e citizens
with
in
a v
e
ry un
stab
le po
litical an
d
so
cial scen
ari
o
. Befo
re t
h
e po
litical eli
t
e
’s con
s
id
eratio
n
s
o
f
t
h
e ex
ist
e
n
ce
o
f
t
h
e threat
o
f
a rev
o
l
u
tion
,
t
h
e m
i
ssio
n
o
f
h
i
story w
i
th
in
th
e school syste
m
is ai
med
at con
s
titu
tin
g a
p
a
trio
tic and
ob
ed
ien
t
citizen
. Hen
ce, th
e
histo
r
y form
u
l
ated
with
in
t
h
e cu
rricu
l
a refers to
th
e
o
r
i
g
in
s of
n
a
tio
n
a
lity and d
i
m
i
n
i
sh
es o
r
co
m
p
letely
ig
no
res curren
t
political
ten
s
io
n
s
. Fro
m
th
is p
e
rsp
ectiv
e, t
h
e lesso
n
s
b
e
ing
tau
g
h
t
b
y
sch
o
o
l
s are fo
cused
o
n
p
r
esi
d
en
tial in
stitu
tio
n
a
lity a
s
th
e
m
o
st i
m
p
o
rtan
t and
co
n
c
ret
e
m
a
ni
fest
at
i
on of
a dem
o
cra
tic and
republican system
.
At the sam
e
time, the approach towa
rds de
m
o
cr
acy an
d citizen
sh
ip
exten
d
s
th
e tensio
n
b
e
tween
o
r
d
e
r and
lib
erty. Th
is is
how,
with
in
t
h
e
p
e
rsp
ectiv
e
p
r
om
ot
ed by
c
o
nser
vat
i
v
e i
d
e
a
l
s
t
h
r
o
u
g
h
sc
ho
ol
s,
g
r
eater im
p
o
r
t
a
n
ce is g
i
v
e
n
to
th
e citizen
’s d
u
ties wh
ilst th
eir rig
h
t
s are set asid
e. In
add
itio
n
,
th
ere is a
recurri
n
g
and
disap
p
rov
i
ng
con
t
rast wit
h
in
the p
o
litical
d
i
sco
u
rse
b
e
tween
o
r
d
e
r and
“licen
tio
usn
e
ss”. In tu
ne
wi
t
h
a
vi
ew
o
f
nat
i
o
nal
hi
st
ory
t
h
at
i
s
res
t
ore
d
f
r
om
t
h
e pers
pect
i
v
e
o
f
o
r
de
r, c
o
nfl
i
ct
and
vi
ol
e
n
c
e
are
virtually excluded from
school
progr
am
s
up
until the
1980s
.
C
o
lom
b
ian
history
plays a
pa
rt
that is
ex
clu
s
i
v
ely p
a
trio
tic, th
at p
r
i
v
ileg
e
s th
e h
i
story o
f
civ
ility a
s
an
ele
m
en
t o
f
coh
e
siv
e
n
e
ss
an
d
that co
n
s
i
d
ers a
v
a
riety of
p
o
lit
ical g
e
stu
r
es as h
e
ro
ic
wh
ilst marg
in
alizin
g
d
i
fferen
ce an
d
d
i
ssen
t
.
During
th
e d
e
cad
es of th
e si
x
ties an
d
sev
e
n
ties, th
e po
litical d
i
sco
u
rse is strateg
i
cally
fo
rm
u
l
ated
aroun
d
th
e t
h
eme o
f
d
e
v
e
lopmen
t; it sh
ifts
its p
e
rsp
ec
tive to
ward
s th
e
fu
t
u
re as it mo
v
e
s away from th
e
i
mmed
i
ate so
cial an
d
po
litical p
a
st –
a
p
a
st o
f
“Vio
len
ce” th
at was
p
u
t
t
o
an
end
with
th
e p
act of
o
b
l
iv
ion
estab
lish
e
d
b
y
th
e Natio
n
a
l Fro
n
t
b
e
t
w
een
po
wer elites. Th
e p
e
rm
an
en
ce o
f
civ
i
c and
mo
ral subj
ects an
d
the
im
port
a
nce
gi
v
e
n t
o
v
o
cat
i
o
n
a
l
st
udi
es o
v
er
soci
al
st
udi
es
and
hi
st
o
r
y
m
a
ke t
h
i
s
di
sc
ou
r
s
e evi
d
e
n
t
wi
t
h
i
n
a
peri
od
o
f
rom
a
nt
i
c
pat
r
i
o
t
i
c
hi
st
ory
.
During the
1980’s the
political ope
nness as well
as the peace ne
gotiations
with the
arm
e
d force
s
in
trodu
ced
a po
litical tu
rn
and
a
way of
u
n
d
e
rstan
d
i
n
g
and
d
ealin
g with con
f
lict th
at
was ev
id
en
t wi
th
in
the
sch
ool
sy
st
em
and t
h
at
o
p
e
n
l
y
di
sagreed
w
i
t
h
earl
i
e
r dec
a
des.
W
i
t
h
i
n
s
c
ho
ol
s,
di
sco
u
r
ses m
o
st
l
y
rel
e
vant
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJERE
Vol. 3, No. 4,
Decem
ber 2014 :
218 –
227
22
6
with
in
th
e contex
t o
f
un
iv
ersities were b
e
ing
h
eard
.
At th
e lev
e
l o
f
m
i
d
d
l
e sch
o
o
l
, arriv
e
s a n
e
w way o
f
th
in
k
i
n
g
h
i
st
o
r
y: o
n
e
t
h
at ackn
owledg
es com
p
lex
i
t
y
an
d ho
stilities as o
b
jects o
f
stud
y.
Th
e critical sp
irit th
at ch
aracterized
t
h
e d
e
cad
e
o
f
t
h
e
1
980s wo
u
l
d
b
e
nu
an
ced b
y
t
h
e reco
gn
itio
n of
the
Constitution of 1991
a
n
d by
an
e
d
ucation that
was at the service
of Human Rights,
pe
ace and dem
o
cracy.
This re
gulatory and
pacifist direction was
evide
n
ced
i
n
t
h
e s
u
cceedi
ng
curricular
program
s that propose
d a
stron
g
form
ati
o
n
fo
cu
sed
o
n
th
e
i
m
p
o
r
tan
c
e
o
f
v
a
lu
es
and
th
at in
stilled Hu
m
a
n
Rig
h
t
s. Ho
wev
e
r, it is a
p
a
rado
x
t
h
at this resu
lted
i
n
a v
a
gu
e awareness reg
a
rd
in
g
t
h
e situ
ation
s
of v
i
o
l
en
ce an
d
u
n
s
ettle
m
e
n
t
t
h
at th
e
country
had be
en
through during diffe
re
nt hi
storical pe
riods. The
discours
e
of
peace is thus isolated
from th
e
knowledge about wa
r, the st
ruct
ural
factors associated to practices of
vi
olence in Col
o
m
b
ia
and the s
p
ecific
act
i
ons
o
f
he a
c
t
o
rs
i
n
vol
ved
- re
ga
rdl
e
ss
i
f
t
h
ese
we
re f
o
r
m
al
ly
or
gani
ze
d
or
n
o
t
.
Hi
st
o
r
y
i
s
t
h
us
v
o
i
d
ed
fr
om
the subject
of peace; it is
m
o
re relevant
to appro
ach
this subject from
a beha
vioral pers
pective
henc
e
reco
veri
ng
t
h
e
ency
cl
ope
di
c s
e
nse
of t
h
e
kn
owl
e
dge
ab
o
u
t
Hum
a
n R
i
g
h
t
s
. Th
e p
o
si
t
i
o
n
t
a
ken
by
t
h
e
s
c
ho
ol
sy
st
em
went
f
r
om
i
gno
ri
n
g
t
h
e nat
u
re
an
d
m
a
gni
t
ude
o
f
t
h
e p
h
e
nom
enon
o
f
vi
ol
ence
i
n
C
o
l
o
m
b
i
a
t
o
i
t
s
critical acknowledgem
ent. Howe
ver,
this
critical appre
c
iation wa
s quickly re
place
d
by one
of
a m
o
re
am
bi
gu
ou
s nat
u
re
.
Hi
st
ory
,
percei
ved as a soci
al
proc
ess an
d as
a set
of event
s
, l
ooses t
e
r
r
ai
n
am
ongst
t
h
e f
o
rm
at
i
on of
th
is typ
e
o
f
citizen
wh
ose
orig
in
s are b
a
sed
o
n
a
very
gene
ral
ac
kn
o
w
l
e
d
g
em
ent
abo
u
t
nat
i
o
nal
hi
st
ory
,
co
m
p
le
m
e
n
t
ed
with
n
o
tion
s
t
h
at refer to
t
h
e
Hu
m
a
n
Righ
ts, con
f
lict reso
lutio
n
an
d po
litical p
a
rticip
ation. Th
e
lo
ss of th
e h
i
st
o
r
ical d
i
m
e
n
s
io
n
of th
e con
f
l
i
ct is p
a
rtly equ
i
v
a
len
t
t
o
su
perficiality o
f
jud
g
m
en
t o
r
to
a
so
rt
o
f
p
r
esen
ce t
h
at i
s
reinfo
rced
by a frag
m
en
ted
an
d fleeting typ
e
of
kn
owled
g
e
t
h
at
d
e
ri
v
e
s m
a
in
ly from
th
e
m
e
di
a. In t
h
i
s
m
a
nner
,
hi
st
o
r
y
t
a
kes di
st
anc
e
from
t
h
e obe
di
ent
passi
ve c
i
t
i
zen of t
h
e 1
9
50s
but
al
so
fr
om
t
h
e
inform
ed and c
r
itical citizen ch
aracteristic of
the 1980s.
I
n
ter
m
s o
f
trad
itio
n
a
l
o
r
m
o
d
e
rn
id
eo
logy, th
e ro
le th
at n
a
tio
n
a
l
h
i
sto
r
y
p
l
ays as t
h
e
o
b
j
ect
o
f
k
nowledg
e
with
in
scho
o
l
s,
h
a
s resp
ond
ed to
id
en
tity p
u
r
p
o
s
es and
to th
e co
n
s
t
r
u
c
tion
of
a citizen
sh
ip dev
o
t
ed
to peace
. However, it is also
about an ide
n
tity that conceives itself pr
im
arily as a triu
m
ph be
fore
recognizing
a pr
oces
s o
f
re
fl
ect
i
on a
n
d c
o
nst
r
uct
i
o
n
.
T
h
us, c
o
nfl
i
c
t
an
d t
r
i
u
m
ph are
obs
cu
red
,
deni
ed,
o
r
u
n
d
ere
s
t
i
m
a
t
e
d
as th
ey are con
s
id
ered a threat to
th
e constru
c
tion
o
f
a
p
a
trio
tic sen
timen
t. Th
is i
d
en
tity in
ten
d
s
to
fi
nd
gr
o
u
n
d
s o
n
an
t
h
o
u
g
h
t
l
e
ss k
n
o
wl
e
dge a
b
o
u
t
a di
st
ant
heroi
c
ki
nd o
f
hi
st
o
r
y
t
h
at
has a di
sdai
n f
o
r t
h
e
d
e
bat
e
about
a rece
nt history whose pres
e
n
t is
of troubled cha
r
act
er.
Sim
u
ltaneously, the construc
tion of a citizenshi
p
de
vote
d
to peace is conceived as the form
ation of
p
r
i
n
cip
l
es,
fixed
on
t
h
e no
tio
n
s
of m
o
rality o
r
th
e kno
wled
g
e
o
f
t
h
e co
n
s
titu
tion
an
d th
e Hu
m
a
n
Rig
h
t
s,
w
h
ilst th
e know
ledg
e abo
u
t
th
e co
nflict is set asid
e;
its
o
r
i
g
in
s, tran
sfo
r
m
a
tio
n
s
, t
h
e illeg
a
l arm
e
d
acto
r
s
involve
d
, the judicial syste
m
,
redres
s pr
oces
ses, etc. It is ea
sy to detect
th
i
s
in
d
i
fferen
ce with
in
th
e d
i
sco
u
rses
that accom
p
any the guideline
s
and their im
p
o
rta
n
ce relate
d to the subjects
associated
to
conflict and
violenc
e
in
Co
l
o
m
b
ia
in
relatio
n
to
d
i
fferen
t
k
i
nd
s of co
n
t
en
t.
The fe
ar that
surrounds
th
e
id
ea of an
alyzin
g
th
e con
f
lict with
in
th
e
sch
o
o
l
system
resu
lts in
a
mech
an
ism
th
a
t
fav
o
rs
redu
ci
n
g
its tran
scend
e
n
ce and
th
e
d
i
sd
ai
n
surroun
d
i
n
g
t
h
e recog
n
ition
of p
a
rt
icu
l
ar
i
m
p
acts an
d resp
on
si
b
ilities. Th
ere m
u
st b
e
a preferen
ce
fo
r reco
gn
izing th
e co
nflict with
in
th
e d
i
scou
rse of
nat
i
onal
hi
st
o
r
y
fr
om
a pers
p
ect
i
v
e t
h
at
i
n
c
o
r
p
orat
es t
h
e
m
e
m
o
ri
es of
t
h
e act
ors
i
n
vol
v
e
d
–h
o
w
eve
r
o
p
p
o
si
ng
- but that als
o
surpasses
a condem
n
ator
y
v
i
ew of th
e latter in
fav
o
r
o
f
a
critical reflectio
n
of
o
u
r co
nstru
c
tion
as a Nation–St
ate. From
the conce
p
tion of the school
as the
grounds whe
r
e the co
nfl
i
c
t
can be ac
k
n
o
w
l
e
dge
d,
n
e
go
tiated
and
tran
sform
e
d
em
erg
e
s th
e po
ssib
ility of a
reflex
iv
e
citizen
th
at is b
a
sed
on
h
i
sto
r
ical
k
nowledg
e
rath
er th
an
o
n
crit
ical j
u
n
c
tures.
REFERE
NC
ES
[1]
P
e
rez S
i
l
l
er
, J
a
v
i
er
y Ver
e
na R
a
dkau, “
I
dent
idad
en el
im
aginar
i
o
nacion
al
. Ens
e
ñanza
y
Rees
cr
it
ura de
la His
t
ori
a
.
México”
,
Institu
to de Cienc
i
as Social
es
y
Hum
a
nas (B
UAP, Puebla)
,
El Col
e
gio de San Lui
s
, Instituto Geo
r
g
Eckher
t
, 1998.
[2]
Anderson, Benedict, “Comunid
a
des
Im
aginada
s
, Reflexion
e
s
s
obre el or
igen
y
la difusión d
e
l nacionalismo”,
México: Fondo
de Cultura Econ
ómica, 2007.
[3]
Decreto
23
88 de 1
948. Ministerio d
e
Educación
Nacion
al. Disponible en:
http://www.mineducacion.gov
.c
o
/
1621/proper
t
y
v
alue-31213
.html
[4]
Decreto
34
08 de 1
948. Ministerio d
e
Educación
Nacion
al. Disponible en:
http://www.mineducacion.gov
.c
o
/
1621/proper
t
y
v
alue-31213
.html
[5]
Decreto
00
75 de 1
951. Ministerio d
e
Educación
Nacion
al. Disponible en:
http://www.mineducacion.gov
.c
o
/
1621/proper
t
y
v
alue-31213
.html
[6]
Decreto
25
50 de 1
951. Ministerio d
e
Educación
Nacion
al. Disponible en:
http://www.mineducacion.gov
.c
o
/
1621/proper
t
y
v
alue-31213
.html
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Vio
l
en
ce an
d Na
tio
na
l History
Tea
c
h
i
n
g
(19
48-200
6
)
:
An
In
stitu
tion
a
l
Co
lomb
i
a
n .... (
M
a
r
ia Isab
el C
r
istin
a
)
22
7
[7]
Rodríguez
,
Sand
ra Patri
c
ia
, “
E
l 9
de abril
en l
a
s políti
cas
de l
a
m
e
m
o
ria ofici
a
l:
El
texto esco
lar
co
m
o
dispositivo de
olvido”, Mataro
n a G
a
itán: 60
añosBogotá,
Univ
ersidad Nacion
al de Co
lombia, 2
008.
[8]
National Ministr
y
of Education,
“La cát
edra bol
i
v
arian
a
en Colo
m
b
ia”, P
r
ogram
a para Univers
i
dades
,
Col
e
gios
y
Normales, Imprenta Na
cion
al, Bo
gotá, 1953.
[9]
National Ministr
y
of Edu
c
ation,
“Enseñ
anza de la Historia Patr
ia”, Normas -
Estímulos
– Sancion
e
s, Bogotá, 1949
.
[10]
Helg, Alline, “La edu
c
ación
en Colombia 19
18 – 1957”,
Una historia social,
económ
ica
y
po
lítica. Bog
o
tá,
Universidad Ped
a
gógica Nacional, Pl
aza & Janes
Editor
e
s Colombia, 2001.
[11]
Vargas
, Gonzal
o, “
E
l F
r
ente Nacion
al com
o
em
pres
a de cultu
ra”,
Revista Colombiana de Educación
Volumen
2
Núm. 7 Octubre
–
Diciembre, 19
60ª.
[12]
Vargas
, Gonza
l
o, “
L
a Edu
c
a
c
ió
n no es
tá tod
a
e
n
la es
cu
el
a”
,
Revista Co
lombia
na de Educa
c
ió
n, vol.
2, núm.
5,
1960b.
[13]
Decreto
19
62 de 1
969. Ministerio d
e
Educación
Nacion
al. Disponible en:
http://www.mineducacion.gov
.c
o
/
1621/proper
t
y
v
alue-31213
.html
[14]
Helg, Alline, “La edu
cación en
Colombia 1946
– 1957”,
En
Nu
eva Historia d
e
Colombia
,
To
mo 4, Capítu
lo
4.
Planeta Colombiana
Editor
i
al, 19
89.
[15]
National Ministr
y
of
Education
,
“Progr
am
as analíticos d
e
estud
i
o
s
sociales
y
f
ilo
sofía par
a
el
pri
m
e
ro
y
segundo
ciclos de educación m
e
dia”, Med
e
llín
,
Editor
i
al B
e
dout, 1963.
[16]
Departam
ento N
acion
al de P
l
ane
ación
,
“Para Cerrar la Brecha:
plan de desa
rrol
l
o s
o
cial
, econó
m
i
co
y
region
al
”
,
Bogotá, Depar
t
amento Nacion
al
de Plan
eación, 1
975.
[17]
Zubirí
a, J
u
li
án,
“
L
a reform
a cur
r
icul
ar en Ci
enci
as
S
o
ciales
”,
Revista Educa
c
ión
y Cultura,
núm.9. Disposiciones
y
Documentos Oficiales, 1986.
[18]
Departam
ento N
acion
al de P
l
ane
ación
,
“Cambio
con equidad
”
, Plan Naciona
l de Desarrollo 1983
– 1986. Bogotá,
Departamento
N
acion
al d
e
Planeación
, 1983
.
[19]
National Ministr
y
of Edu
c
ation,
“Mar
cos generales de
los programas curri
culares
”
, Bogo
tá: Ed
itolaser, 1984.
[20]
Centro de Promoción Ecuménica
y
Soci
al – CEPECS –, “Ciencia
s
S
o
cia
l
es
y P
r
o
y
e
c
to
Ped
a
góg
ico Alternativo”,
Bogotá, Arte
y
F
o
tolito
, 1985
.
[21]
Decreto
02
39 de 1
983. Ministerio d
e
Educación
Nacion
al. Disponible en:
http://www.mineducacion.gov
.c
o
/
1621/proper
t
y
v
alue-31213
.html
[22]
Arcinieg
as
, Ger
m
án, “
L
a
Es
cue
l
a de
l od
io”,
Bo
le
tín d
e
Historia
y
Antigüedad
es
, n
ú
m.7, 1985.
[23]
Cacua P
r
ad
a, A
n
tonio, “
P
roces
o de S
o
cia
liz
ac
i
ón en los
progr
am
as
oficia
les
d
e
s
o
cia
l
es
”
,
Bol
e
tín d
e
Historia
y
Antigüedad
es
72
, núm.750, 1985.
[24]
National Ministr
y
of
Education
,
“Cie
ncias Sociales, marco gen
e
r
a
l propuesta
curr
icular noveno gr
ado de edu
c
ació
n
básica”, Bogotá: Minister
io
de Educación Nacion
al, 1991.
[25]
National Ministr
y
of
Educatio
n, “S
erie
Lineamientos curricu
lares Cien
cias
Sociales”, 2002
. Disponible en
:
http://www.mineducacion.gov
.co
/
c
vn/1665/articles-89869_archivo
_pdf.pdf
[26]
Nationa
l M
i
nis
t
r
y
of Educa
tion
,
“
F
orm
a
r en Cienc
i
as
: ¡el des
a
fío! Lo que neces
i
t
am
os
s
a
ber
y
s
a
ber hacer
”
,
Estándar
e
s Básicos de Competen
cias
en C
i
encias
Natu
rales
y
C
i
en
cias Sociales, Serie Guías No. 7,
2004.
BI
O
G
R
A
P
HY
OF
A
U
T
HO
R
M
a
ría Is
abel Cri
s
tina Gonzál
ez
M
.
is
s
ociologist (2003) and Masters in Political Studies at
the National Un
iversity
of Co
lo
mbia (2007).
Her research has
focused on the
themes of
s
o
cial rep
r
es
ent
a
tions
, m
e
m
o
r
y
,
and arm
e
d conf
lict;
armed actor
s
; and histor
y
of
violence
in Colom
b
ia.
Se
rved as adv
i
sor t
o
the R
e
port ¡B
a
s
ta Ya ! Co
lom
b
ia: Mem
o
ri
es of
W
a
r and
Dignity
National Center of Hist
orical Memor
y
(
2013). Is curr
en
tly
link
e
d to
the resear
ch
group Democracy
, War and
National, Institute
of Political Studies
and I
n
ternational
Relations (IEPR
I), National University
.
Evaluation Warning : The document was created with Spire.PDF for Python.