Strategies for redefining territory in the post-conflict period through the promotion of peace and coexistence actions appropriated by rural educational communities:

a narrative review

Abstract

School and social violence constitute cultural realities that have historically marked the territories where armed conflict has left its imprint. Within this framework, this research aims to review peace and coexistence initiatives adopted in rural schools during the post- conflict period and their contribution to the redefinition of the territory. The research is based on the integration and critical interpretation of theoretical contributions and documented experiences that address peace initiatives, school coexistence, and the reconstruction of the social fabric in settings affected by violence. Methodologically, the study is framed within a qualitative approach, supported by narrative review as a strategy for analysis and interpretation. The information collected was organized through systematic processes of categorization and thematic analysis, which allowed for an understanding of the social dynamics present in rural educational institutions, the identification of recurring problems, and reflection on the scope and limitations of the peace and coexistence initiatives implemented in these territories.The findings highlight significant challenges, including the unsafe conditions for teaching in rural areas and the need to strengthen teachers' sense of social responsibility in peacebuilding processes. It is concluded that peace initiatives implemented in schools extend beyond the classroom and serve as tools for territorial redefinition, contributing to the reconstruction of the social fabric, the strengthening of democratic practices, and the shaping of new ways of inhabiting and understanding the territory from a perspective of coexistence and reconciliation.