Resumo

ABELLO AVILA, Angie Katherine; GONZALEZ MELO, Hamlet Santiago  e  OVIEDO POVEDA, Ibon. A Pedagogical Approach to Forced Displacement Memories among Children: Recognizing Otherness in the Classroom. Educación [online]. 2021, vol.45, n.2, pp.449-467. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v45i1.43791.

Forced displacement memories were addressed among fourth graders at a public primary school in Bogota, Colombia, during 2018-2019, in an effort to recover their “otherness”. The research strategy used to classify experiences was based on a qualitative methodology. The study aims to rebuild the experience of the children for research purposes and use memory as a mediator to help understand their “otherness” and reshape their comprehension of their past experience. An organizational chart was designed, based on participant observation, focus groups and a field diary. All activities with the children were recorded chronologically as well as achievements and teacher-researcher concerns. This step served as a filter to, subsequently, record each child´s narrative in an analysis log which was used for analytical purposes and reflection. The main results include a shift among the students from minimization and exclusion as victims and survivors to acknowledging their otherness as a human being similar to themselves. Likewise, peer recognition also led to significant transformation as children acknowledged their peers as individuals that deserve to be valued and respected. This, significantly transformed student relationships, originally based on individualism and symbolic violence, thus, revindicating the social and political role of early childhood teachers, since it is possible and necessary to use pedagogical approaches based on memory in a setting affected by violence where children are able to contribute to peace-building scenarios.

Palavras-chave : Memory; Forced Displacement; Armed Conflict; Otherness; Childhood.

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