Socio-educational action as a generator of convivence frameworks. Perspectives from the Peace Culture.

Abstract

We propose, through the following text, a reflection on socio-educational action for intercultural coexistence from a Peace Culture; To do this, we review the different approaches to peace studies that we try to link to the development of our societies and how they, through economicist perspectives, define the possible socio-educational actions. We delve into the impact that structural violence has, materialized through the economic approach, on the construction of the sense of community. In addition, we analyze the relevant role of socioeducational agents as catalysts for the relationship between citizenship and social structures, which highlights the current crisis of professionalism within the socio-educational sector, evidencing the absence of strategies that enable a mediating role in the emerging conflicts of this relationship, which allow the transformation of exclusionary societies into communities of practice, in which the reception of citizens, in recognition of their dignity and diversity, occupy a central role through community empowerment and sense of community. The review of socio-educational practices and the epistemological approach to social education from the perspective of the Peace Culture, interculturality and nonviolence leads us to a new proposal of action still under construction and for which some theoretical scaffolding is offered. Therefore, we provide an itinerary that allows exploring the possibilities for a more effective socio-educational action, which is directed towards the achievement of Human Rights and social justice through reflective processes and recognition of the other