Education for coexistence and the culture of peace trough the TAC: a multiple study in the bogotan context.

The purpose of this research was to explore the classroom experiences mediated by Technologies for Learning and Knowledge (TAC), as support for the processes related to Education for Coexistence and Culture of Peace in six district schools in Bogotá city, Colombia. The relevance of this topic and the scarcity of research in this regard, both internationally and nationally, guided the study from the following objectives: i) analyze classroom experiences mediated by TAC, raised within the framework of the Master's Degree in Educational Projects mediated by ICT, for Education for Coexistence and the Culture of Peace; ii) understand the relationships generated in the classroom through the Technologies for Learning and Knowledge, by supporting Education for Coexistence and the Culture of Peace; and, iii) propose guidelines on the development of good practices or innovative activities mediated by TAC, to promote Education for Coexistence and Culture of Peace.

 The literature review allowed to refine concepts, perspectives and understand the state on Education for Coexistence and Culture of Peace mediated by ICT. The fieldwork was proposed under the design of a multiple case study, through qualitative data collection instruments to gather the opinion of teachers and students from the centers studied. The results obtained have pointed out three relevant aspects: the TAC as a way that brings closer to the reality that surrounds the coexistence and culture of peace in the school environment, the scarcity of training and experience of the teaching staff in this field affects the development of Education for Coexistence and Culture of Peace supported by TAC, and it is recognized that technologies promote understanding, participation and dialogue among students when dealing with issues of Coexistence and Culture of Peace.

However, when relating it to techno-pedagogical intentionality, it has been found that its effects on practices depend on external influencing factors, such as time, space, connectivity and training. With the results obtained, it is possible to benefit the education of the country and generate reflection spaces to promote changes in educational policies and practices, Education for Coexistence and Culture of Peace mediated or not by technology.