This paper presents an analysis of social pedagogy experiences as a comprehensive intervention strategy for children who are victims of the armed conflict in the Caribbean region of Colombia. Using a qualitative and participatory approach, it examines pedagogical experiences developed in communities affected by forced displacement, systematic violence, and the breakdown of family and community ties. The study identifies how social pedagogy—focused on non-formal education, psychosocial support, historical memory, and the promotion of rights—significantly contributes to processes of resilience, inclusion, identity reconstruction, and child empowerment. Local cases are analyzed where children have participated in artistic, narrative, and community-based activities that strengthen positive emotions toward and for others. This study is relevant as it highlights social pedagogy as a key tool for sustainable human development, by fostering environments of peace, equity, and social justice from early childhood. The research concludes that investing in social pedagogy for children affected by conflict is an effective pathway to break cycles of violence, restore rights, and build a more just and resilient society in Colombia’s post-conflict context.

Authors:
Mariana Tezon, Universidad de Cartagena, Colombia

About the Presenter(s)
PhD. Mariana Inés Tezón Professor at the Corporación Universitaria Iberoamericana and at the Universidad de Cartagena (Colombia

Connect on Linkedin
https://www.linkedin.com/in/marianatezon/

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