SCHOOL VIOLENCE AND ARMED CONFLICT IN COLOMBIA: A BIBLIOGRAPHIC REVIEW FROM EDUCATION

Abstract

War does not end in territories; it is also transformed and embodied within schools. For this reason, the purpose of this article is to conduct a bibliographic review of the scholarly production on the relationship between armed conflict and school violence in Colombia from an educational perspective. To this end, a structured search was carried out in SciELO, Redalyc, Dialnet, and Google Scholar, complemented by reference tracking, using Spanish and English terms associated with armed conflict, school violence, school coexistence, rural schooling, peace education, and historical memory. Inclusion criteria were applied to empirical studies, state-of-the-art reviews, literature reviews, and theses with explicit methodologies, focused on educational institutions and school actors in Colombia, while documents lacking sufficient academic traceability or outside the school domain were excluded. Given the heterogeneity of approaches and research designs, a comparative narrative synthesis organized around thematic axes was adopted. The findings show that school violence can be understood, in part, as an expression and transformation of armed dynamics in affected territories, through insecurity, displacement, deterioration of school climate, normalization of force, and difficulties in coexistence, with particular emphasis on rural contexts. Likewise, educational responses linked to peace education, historical memory, school mediation, and the reconstruction of the social fabric are identified, although gaps persist in outcome evaluation, in the articulation between territorial policies and schools, and in the conceptual comparability of school violence in conflict settings.