Geopoética do currículo: entre delírios, um colombian dream

Abstract

This research explores the geopoetics of the curriculum in the context of the implementation of the Chair for Peace in Colombia, analyzing the intersections between memory, subjectivity and education in the post-agreement. With a post-qualitative approach and a rhizomatic methodology, the thesis is configured as a text-map that maps the displacements, tensions and leakages that emerge in peace education in Colombia. Inspired by the postulates of Deleuze and Guattari (2004) and the notion of delirium, this research adopts delirium as an interpretative key to investigate the transformation of educational spaces through subjectivity and memory. In this sense, the chair is not understood as a fixed public policy, but as a disputed territory where official narratives and pedagogical resistances converge. The study is presented in two main movements, which articulate the pre-narrative and the narrative. The pre-narrative is the introduction to the construction of the geo-poetic text-map, where the key characters of the research are presented: Vírgilio Colombiano, who assumes the role of narrative guide of the methodological journey, and Antonia, who condenses the readers' gaze, establishing a dialogic relationship between individual and collective memory. Here it is possible to open the way to the Colombian Dream, a symbolic space where peace education is problematized and reconfigured. The narrative analyzes how the Cátedra de la Paz was interpreted, adopted and resisted in the school context, evidencing the tensions between governmental guidelines and educational realities in the geopoetic map. The research not only describes the implementation of the Cátedra de la Paz, but also opens a space for reflection on the meanings of peace in Colombian education. The thesis concludes that the Cátedra de la Paz, far from consolidating as a homogeneous device of reconciliation, is configured as a space of tensions in which the vestiges of the armed conflict, the aspirations of teachers and the constant reconfiguration of the curriculum from the memory and the geopoetics of education converge.