Bibliographic citations
Gutarra, M., (2021). Los caminos por los que convergen la enseñanza del Conflicto Armado Interno (CAI) y la comunicación educativa en un colegio público de Piura [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/20827
Gutarra, M., Los caminos por los que convergen la enseñanza del Conflicto Armado Interno (CAI) y la comunicación educativa en un colegio público de Piura []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/20827
@misc{renati/14544,
title = "Los caminos por los que convergen la enseñanza del Conflicto Armado Interno (CAI) y la comunicación educativa en un colegio público de Piura",
author = "Gutarra Alburqueque, Marita Gabriela",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
In Peru, the pedagogical duty for communicating what the Internal Armed Conflict (IAC) have meant is highly challenging for the formation of future citizens in schools. Attending the last described context, this investigation analyses the link of “the educational communication” with the teaching of the IAC in the fifth grade of secondary of a public school from Piura. For that reason, the research appeals to investigations in the field of “the pedagogy of memory” by authors such as José Carlos Agüero, Francesca Uccelli, María Angélica Pease, Tamia Portugal, Ponciano Del Pino and Iris Jave. In addition, the above dialogues with the “educommunication” approach, highlighting what has been proposed by Paulo Freire, Francisco Gutiérrez, Mario Kaplún, María Teresa Quiroz and Guillermo Orozco. So, the communication processes in which teachers and students participate are analysed with observations in the classroom and conducting semistructured interviews. Thus, it is identified that family, generational and professional memories mediate what is said, how it is said and what is silenced in the classroom about the IAC. In a second moment, it is analysed the contents and messages of the pedagogical books that were used during the classes. Finally, and based on the methodology described above, it is maintained that “the pedagogy of memory” can benefit from “the educational communication”. The latter happens when both fields attend to the achievement of dialogical processes, critical analysis and creation around the discourses or memories disseminated in the school space through several didactic materials.
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