Memoria y acción. Narrativas del desastre y aprendizajes del presente: caso Ríoclaro y La Primavera, Colombia
Fecha
2025
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Universidad de Manizales
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Resumen
Este estudio se basó en las narrativas y la memoria de sobrevivientes del desastre de 1985 en Colombia para explorar los aprendizajes del presente. La investigación, tuvo un enfoque cualitativo, se centró en las experiencias del caso de Ríoclaro y La Primavera. Para ello se entrevistó a seis personas seleccionadas por conveniencia, dado que fueron sobrevivientes al desastre y posteriormente se reconocieron como líderes en sus territorios. Se empleó un análisis categorial utilizando matriz de doble entrada aplicando el criterio de saturación temática, lo que permitió identificar patrones clave. Los resultados permiten indicar que el trabajo colaborativo, la articulación interinstitucional y la educación son elementos cruciales surgidos de la memoria del desastre. Se concluye que la educación actúa como un dispositivo fundamental de las contrapedagogías de la crueldad, demostrando que su implementación como acción cotidiana es crucial para transformar la vulnerabilidad en conocimiento y acción, generando digna vida en las comunidades afectadas.
This study draws upon the narratives and memory of survivors of the 1985 disaster in Colombia to explore present-day lessons for disaster risk reduction. The research adopted a qualitative approach, focusing specifically on the lived experiences within the Ríoclaro and La Primavera case study. For this purpose, six convenience-sampled individuals were interviewed, all of whom survived the disaster and subsequently became recognized community leaders in their territories. A categorical analysis was performed using a double-entry matrix and applying the criterion of thematic saturation, which allowed for the identification of key patterns. Results indicate that collaborative work, inter-institutional articulation, and education are crucial elements emerging from the disaster's memory. The study concludes that education acts as a fundamental mechanism for the counter-pedagogies of cruelty, demonstrating that its implementation as a daily action is essential to transform vulnerability into knowledge and action, thus fostering a life of dignity in affected communities.
This study draws upon the narratives and memory of survivors of the 1985 disaster in Colombia to explore present-day lessons for disaster risk reduction. The research adopted a qualitative approach, focusing specifically on the lived experiences within the Ríoclaro and La Primavera case study. For this purpose, six convenience-sampled individuals were interviewed, all of whom survived the disaster and subsequently became recognized community leaders in their territories. A categorical analysis was performed using a double-entry matrix and applying the criterion of thematic saturation, which allowed for the identification of key patterns. Results indicate that collaborative work, inter-institutional articulation, and education are crucial elements emerging from the disaster's memory. The study concludes that education acts as a fundamental mechanism for the counter-pedagogies of cruelty, demonstrating that its implementation as a daily action is essential to transform vulnerability into knowledge and action, thus fostering a life of dignity in affected communities.
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Palabras clave
Educación desde la diversidad, Desastres naturales - Memorias, Narrativas de vida, Experiecias de aprendizaje
