Construcción de la identidad narrativa de un adolescente desplazado por el conflicto armado desde las prácticas de educación inclusiva. Estudio de caso

Abstract

The purpose of this thesis is to explore the construction of the narrative identity of an adolescent displaced by the Armed Conflict from the practices of inclusive education developed in a secondary school located in Santiago de Cali, from a case study with a student of eighth of baccalaureate that belongs to an Educational Institution in the city of Cali. The research from its theoretical participation shares the postulates of the identity concept of the authors Bergen and Luckmann; for the concept of narrative identity, the postulates of Paul Ricoeur were revised; the educational practice term is analyzed from Wilfred Carr and inclusive education from Quiceno and Peñaloza. The methodological construction is made from a qualitative exploratory approach, from a type of phenomenological design, since the interest was to approach the phenomenon of forced displacement and its influence on the narrative identity, and even the re-signification of the narrative identity from the educational inclusion practices. Therefore, it was necessary the participation of a teacher with a specialization in Social Sciences, which had knowledge about the armed conflict. The techniques and tools used were two: a semi-structured interview, which was applied to the teacher and the autobiographical account of the student's life. This last technique focused on three moments: the past, the present and the future, in both techniques voice recordings were carried out. As findings of the research, it was found that the narrative identity of the student was resignified thanks to the presence of significant educational practices developed by the teacher, group participation from the ethnos-education and resilient factors such as the opportunities that the student in a situation of displacement and his family found from the victimizing fact. Also, it was found that for the adolescent in displacement condition to leave his homeland, it did not only mean something traumatic, because he affirms that it was the best thing that has happened to him, so the condition of displacement is not for the student a fact that victimized him, rather gave him the opportunity to "be happy" and be in other conditions, "be better".