Page 17 - Más allá del aula 3

Más allá del aula III: Reflexiones y experiencias docentes

uncovered in the classrooms. What is most important, schools in
post-standardization countries also faced creativity lack in their
classrooms before this age.
Hargreaves and Shirley’s research is highly insightful on this
matter. Therefore, it is not hard to assume that lack of creativity in
teaching is among the reasons why Colombian education does not
support a socialization process that recognizes the social
differences neither a teaching process that responds to the pain of
the victims in the conflict.
Lack of creativity in the school context is alarming. In the near
future, according to the peace agreement with the FARC
movement, some of those children, adolescents and young people
who might demobilize, will come into the public school classrooms
in Bogotá and other cities around Colombia. This process will
become an efficient re-socialization strategy. There the FARC
members may share their lives with their victims’ lives.
Therefore, although the school Institution is standardized, it
must break education formalities and it must design creative
teaching strategies that may guarantee daily coexistence among
school subjects. Additionally, the school institution must deactivate
military modes grounded deeply in the school life. For instance,
some commands for the training rows: “At ease, Attention”,
currently used by those people who will demobilize. The school
institution must approach creative options such as sixth graders’
“chin pun papas”, which support this text. Furthermore, the school
institution must foster feelings with the power, emotion and
enthusiasm of its academic duty. This is so because educating
Beings has never been as meaningful as in the post-conflict time.
Creativity arises from within daily uncertainty; thus, it is required
to be focused to find out its true meaning.
It is true that one learn from those who learn from us. Learning
from young people’s mystique avoids that creativity disappears
from the school context. From young people one can learn how
they learn and how they resolve their differences. Shared life
secrets for peaceful living are probably present in those practices -a
true pedagogy for coexistence that makes evident that the world we
imagine is far from our present perceptions.

17 EOH