Maladjustment and verticality, the peace chair in Colombia and its applicability

Abstract

This reflection article aims to address, from a qualitative paradigmatic approach, with primary and secondary sources as the fundamental input, the difficulties and discrepancies that arise in the implementation of the peace chair in the Colombia classroom work. The bureaucratic and operative mode of teaching work is framed within curricular codes where the emphasis is placed on pedagogy of competencies and the business management of the self, namely, a managerial production of knowledge. Thus, in some contexts, the peace chair has become a tool that allows the reproduction of such a code under the umbrella of public education policies, setting aside its main objective, which is the right to memory and truth. Drawing from the insights of authors such as, Silvia Grinberg, Mark Fisher, Stephen Kemmis, Charles Tilly, among others, this article inquiries into the bureaucratization of education under managerialist codes, being the peace chair serving as the case under analysis; subsequently, a reexamination of the chair will be approached from the perspective of pedagogy of memory.