This study examines the role of rural education with a gender approach as a tool for constructing a culture of peace in territories historically affected by the Colombian armed conflict. The research objective is to identify how inclusive educational practices, developed in rural school institutions, favor the transformation of social imaginaries, gender equity, and the consolidation of peaceful and participatory environments. This is a qualitative, interpretive research study based on case studies conducted in rural educational institutions in municipalities of the Catatumbo subregion. The participating population included teachers, administrators, and female students who were victims of the conflict. Through semi-structured interviews, focus groups, and documentary analysis, data were obtained showing significant advances in the incorporation of pedagogical practices with a gender focus, female empowerment, and the peaceful resolution of school conflicts. The results reveal that the rural school can become an active agent of social transformation, provided that pedagogical strategies that are context-based, gender-sensitive, and connected to community processes are implemented. It is concluded that the mainstreaming of a gender perspective in rural education not only strengthens the right to equitable education but also establishes a fundamental component for the sustainable construction of a culture of peace in vulnerable territories.
CHINCHILLA et al. (Mon,) studied this question.