The following work follows the parameters required by the research line: “Education in values, schooling coexistence and democracy” where it is manifested the necessity to identify the characteristics and requirements of population in the processes of formation that do not only endorse the interests of privileged classes, for this reason it was necessary to close to the practices and representations of the subjects in this case the peace workers in the Maria Mercedes Carranza school, group that is expected to continue working as a privileged scenery to the processes of conciliation and conflict dealing in sum to project the peace workers as a group whose achievements lead to the consolidation of social subjects able to modify the structural conditions of violence in the institution and the society itself.
To carry out this Project in was necessary to take into consideration the voices of the workers of peace Group at Maria Mercedes Carranza School, as well as the voices of teachers and the school directive staff. It was also necessary the permanent counsel of the thesis director professor Luis Benítez (university lecturer at Universidad Pedagógica Nacional). The literature review was based on institutional documents (Coexistence Manual and Institutional Educative Project) and the ideas of Lev Semenovich Vigotsky, Johan Galtung, Ovidio Hernández, Jorge Huergo y Alfonso Torres among others.
This work is divided into three parts; the first one corresponds to the contextualization of the zone Ciudad Bolívar, the school and the subjects that are part of the school and the society, in this part we analyzed the subjectivity as a fundamental element for he human life since we strongly believe that men can make decisions, and transform the dominant contexts into a better ones with fairer and more balanced conditions when they recognize the subjectivity.
The second part corresponds to the statement of the problem, the proposal and the pedagogical intervention development in the María Mercedes Carranza School through the group of peace workers, who we aim to train in the right management of conflicts and the rejection of violent actions as an alternative in the institution and the community in general.
In the third part we present a reflection in regards to our pedagogical practice its limitations, difficulties and possibilities; in this part we emphasize its relevance in our training as teachers.
The last part presents the thesis conclusions and an additional chapter which contains appendixes, which are extremely important since they present the information through RAES (documental revisions about concepts presented through the whole thesis, charts and different formats we carried out with the students, teachers and other practitioners which led us to a better and a wider comprehension of the project, this part ends with a complete bibliographical support.
This research was focused on the group of peace workers of María Mercedes Carranza School, whose interpreted reality, taking as a point of departure the revision f some authors, and the reading of some documents as well as the exercise of contrasting the school dynamics and the voice of the peace workers led us to identify a type of subjectivity present in the group and the development of strategies that will encourage the participants to initiate a long process to make them strong as collective.
√ The school is a complex stage in which despite of counting with theoretical referents, expectations of action and a close approach to the subjects, it is not possible to cover all the dimensions of the school’s reality therefore the statements we achieved are not definite, but they can be the basis to generate different fields of exploration towards a future with different expectations and conceptions of the diverse educative subjects.
√ The heterogeneity of the workers of peace group in the school María Mercedes Carranza, manifested in their ages differences and their different levels of schooling , makes necessary the accompany of the teachers in the different group activities , understanding it as a point of departure in the process of training of social subjects.
√ The acknowledgement of the subjectivity represents the rescue of the human being as a whole, which gives sense to the project, since the men with feelings, emotions, knowledge, experiences, and actions is who determine their destiny.