The chair of peace: Intersubjective theoretical constructs for its implementation in educational institutions

Abstract

The research sought to understand the relationship between the school environment and the implementation of the peace chair through the lived experiences of members of the Colegio San Josemaría Escrivá de Balaguer in Chía, Colombia. Under the interpretive paradigm and a qualitative approach, the hermeneutic-phenomenological logic of Alfred Schütz was adopted. Seven key informants intentionally selected for the qualitative interview participated. The data collection and treatment was guided by the logic of the processes of: experience collection, structuring of experiences (description, phenomenological reduction, codification and unveiling of central themes) and final reflections, with the support of techniques such as analytical induction, typological analysis and triangulation. The findings revealed three key categories: foundations, curricular articulation and student attitudes. These are presented as intersubjective theoretical constructs representing qualities and/or basic conditions to be considered if one seeks to inspire other educational institutions about the priority that such a chair should have.