Art and word as narrative devices in pedagogical strategies to educate psychologists in post conflict

Abstract

The purpose of this article is to generate an epistemic dialogue of the pedagogical practice as a scenario for reflection for the political agency of the psychologist under formation, in a critical stance toward the history of Colombian conflict, reconstruction of collective memory, and emergence of daily practices toward peace in the frame of postconflict. This is established according with the historical, social, and political moment that Colom- bia is going through after having signed the peace agreements, and the role of the academia from its daily practices mobilized in the classroom from methodological principles. Contextuality and reflexivity of the second order qualitative research define an ethical action in the pedagogical and community work. There was carried out a systematization of experiences about pedagogical processes whose general objective was to promote peace scenarios from daily practices connected to the academia, being art and word the narrative devices. According to the results, the configuration of narrative devices through art and words for the emergence of the political subject from the classroom was possible, which fostered peace scenarios from daily life. Finally, given the conditions of violence in the country, artistic murals, performance, and training research in the classroom become narrative media to construct collective memory, develop pain, and process forgiveness.