Colombia's Peace Studies Program: Teacher Mediation and its Challenges in Building Memory

Abstract

The Peace Studies Program, established in Colombia through Law 1732 of 2014, sought to foster a culture of reconciliation and coexistence in educational institutions. A decade after its implementation, this initiative continues to face significant challenges, mainly due to the lack of clear curricular guidance and limited institutional support. This article presents the results of qualitative research whose objective was to analyze the incidence of teacher mediation in the construction of collective memory within contexts of diversity. The methodology included semi-structured interviews with teachers and students from public institutions, as well as an analysis of institutional documents (PEI and curricular frameworks). The findings revealed that teachers play a fundamental role as mediators of historical, social, and personal memory, creating spaces for dialogue, critical reflection, and empathy among students. However, obstacles were identified, such as limited specialized training in peace pedagogies, a scarcity of resources, and ambiguity in official guidelines. The study also highlights the "creative resistance" that teachers have developed to overcome these barriers, adapting the Program to the realities of their school contexts. It is concluded that the effectiveness of the Peace Studies Program does not depend solely on the existence of a normative framework, but on the urgency of strengthening educational policies that provide comprehensive support for the work of teachers. It is vital to promote continuous train-ing programs and for institutions to assume a more active role in resolving tensions, ensuring that curricular design is participatory and contextualized for sustainable peacebuilding.