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This article studies education as a bridge between victims and perpetrators of the Colombian armed conflict for reparation and reconciliation processes. The textual material and its analysis rely on the author's ten years' experience in reconciliation, comprising four parts: first, the context in which education took place is characterized. The second part discusses four relevant elements of the reparation and reconciliation processes between victims and perpetrators: therapeutic reconciliation meetings, school inclusion, coexistence as a reconciling factor, and psychosocial support. Then, it is revealed how these elements allowed for actual reparation and reconciliation between both population groups. Finally, the article justifies and underscores the preponderant role of education in transforming the psychosocially vulnerable population. [ABSTRACT FROM AUTHOR]

El texto aborda las emociones positivas que tienen la capacidad de influir sobre los procesos intelectuales, el razonamiento, la resolución de problemas y el procesamiento de la información, la atenuación de la indisciplina y la optimización de la interacción social saludable. El objetivo de este artículo es ofrecer lineamientos metodológicos para el diseño y la instrumentación de pedagogías que integren el desarrollo afectivo con el trabajo áulico cotidiano. Las estrategias definidas como conclusión serán eficaces para trabajar con docentes en una instancia deformación y para trabajar con niños en la promoción de las emociones positivas y el control de las negativas.O texto aborda as emoções positivas que têm a capacidade de influenciar os processos intelectuais, o raciocínio, a resolução de problemas e o processamento da informação, bem como a atenuação da indisciplina e a otimização da interação social saudável. O objetivo deste artigo é oferecer lineamentos metodológicos para o desenho e a instrumentação de pedagogias que integrem o desenvolvimento afetivo com o trabalho áulico cotidiano. As estratégias definidas como conclusão serão eficazes para trabalhar com docentes em uma instância de formação e para trabalhar com crianças na promoção das emoções positivas e o no controle das negativas.The article deals with the positive emotions that can affect intellectual processes, reasoning, problem solving and information processing, curbing indiscipline and optimizing healthy social interaction. The objective is to offer methodological guidelines for the design and implementation of an approach to teaching that combines emotional development with everyday work in the classroom. The strategies defined by way of a conclusion will be effective in working with teachers in training situations and in working with children to encourage positive emotions and to control negative ones.

El Programa Nacional de Competencias Ciudadanas del Ministerio de Educación Nacional (2004) estableció un cambio en la propuesta gubernamental para la promoción de la educación cívica y ciudadana en las instituciones educativas del país, al pasar de un énfasis en conocimientos y valores hacia un énfasis en competencias. Este cambio incluyó la elaboración y socialización de estándares en competencias ciudadanas, al igual que nuevos procesos de evaluación y pedagogía de la educación ciudadana. Este artículo aborda la pregunta de cómo desarrollar e implementar de manera sos-tenible una nueva pedagogía, acorde con los estándares propuestos por el Ministerio de Educación Nacional. El objetivo es presentar las diferentes estrategias mediante las cuales un programa de promoción de convivencia y prevención de la agresión (Aulas en Paz) ha afrontado los retos encontrados durante su desarrollo, y particularmente en el proceso de expansión nacional. Para lograrlo, se hace un análisis del proceso de diseño, implementación y evaluación que ha tenido el programa, identificando las distintas categorías problemáticas que se han presentado, así como las soluciones generadas; se identifican tres retos, que se deben tener en cuenta en el proceso de desarrollo e implementación de programas enfocados en competencias ciudadanas: la formación docente, la institucionalización y la sostenibilidad del programa en las instituciones educativas. Finalmente, se evidencia la complejidad y dificultad de mantener la calidad de un programa mientras se busca aumentar su incidencia y cobertura.O Programa Nacional de Competencias Ciudadanas do Ministério da Educação Nacional (2004) estabeleceu uma mudança na proposta do governo para promover a educação cívica e cidadã nas instituições de ensino no país, passando de uma ênfase no conhecimento e valores para a ênfase na competências. Essa mudança incluiu o desenvolvimento e socialização das normas de competências de cidadania, bem como novos processos de avaliação e pedagogia da educação para a cidadania. Neste artigo se aborda a questão de como desenvolver e implementar uma nova pedagogia deforma sustentável, em conformidade com as normas propostas pelo Ministério da Educação. O objetivo é apresentar as diferentes estratégias pelas quais um programa para promover a convivência e a prevenção de agressão (Salas de Aula em Paz) tem afrontado os desafios encontrados durante seu desenvolvimento, em especial no processo de expansão nacional. Analisa-se o processo de desenho, implementação e avaliação do programa, identificando as categorias problemáticas que surgiram e as soluções geradas. Identificam-se três grandes desafios que devem ser levados em conta no processo de desenvolvimento e implementação de programas focados em competências cívicas: formação de professores, institucionalização e sustentabilidade do programa nas instituições de ensino. Finalmente, mostra a complexidade e a dificuldade de manter a qualidade de um programa e se procuram maior impacto e cobertura.The National Citizenship Skills Program instituted by the Ministry of Education (2004) marked a change in the government's proposal to encourage education in citizenship and civics at the nation's public schools. It did so by shifting the emphasis from knowledge and values to skills. This change included the development and socialization of standards for citizenship skills, in addition to new processes to impart and evaluate education in citizenship. This article addresses the question of how a new type of education, specifically one that is consistent with the standards proposed by the Ministry of Education, can be developed and implemented in a sustainable way. The objective is to outline the different strategies a program to promote peaceful coexistence and to prevent aggression (Classrooms at Peace) applied to deal with the challenges it faced during the developmental stage and particularly when going to national scale. The process used to design, execute and evaluate the program is analyzed by identifying the various categories or types of problems that arose, and the solutions that were reached. The study pinpoints three types of challenges to be considered when developing and conducting programs focused on citizenship skills: teacher training, making the program part of the institutional framework, and ensuring its sustainability in schools. It also underscores the complexity and difficulty of maintaining the quality of a program, while trying to broaden its influence and coverage.

The National Citizenship Skills Program instituted by the Ministry of Education (2004) marked a change in the government's proposal to encourage education in citizenship and civics at the nation's public schools. It did so by shifting the emphasis from knowledge and values to skills. This change included the development and socialization of standards for citizenship skills, in addition to new processes to impart and evaluate education in citizenship. This article addresses the question of how a new type of education, specifically one that is consistent with the standards proposed by the Ministry of Education, can be developed and implemented in a sustainable way. The objective is to outline the different strategies through which a program to promote peaceful coexistence and prevent aggression (Classrooms at Peace) dealt with the challenges it faced during the developmental stage and particularly when scaling up nationally. The process used to design, execute and evaluate the program is analyzed by identifying the various categories or types of problems that arose, and the solutions that were reached. The study pinpoints three types of challenges to be considered when developing and conducting programs focused on citizenship skills: teacher training, making the program part of the institutional framework, and ensuring its sustainability in schools. It also underscores the complexity and difficulty of maintaining the quality of a program, while trying to broaden its influence and coverage. [ABSTRACT FROM AUTHOR]