Challenges of Peace Education and Teacher Training from a Decolonial Perspective

Retos de la Cátedra de Paz y Formación Docente en Perspectiva Decolonial

Abstract

This article stems from doctoral research that addresses the tensions between peace education policies and their implementation across diverse Latin American contexts, particularly in Colombia. It is an interpretative qualitative study in which, through critical analysis, the colonial rationalities embedded in educational policies are examined. The findings highlight the role of teachers in processes of memory, reparation, and citizenship-building, and indicate that, in order to bridge the gap between policy and practice, these efforts must be reoriented through pedagogical approaches that broaden teacher education and effectively articulate schools, communities, higher education institutions, and public policies to foster a situated, just, and sustainable peace.