Tecnología, arte, paz y pedagogía. Convergencias en la construcción de comunidades resilientes

Violence adopts multiple classifications and perspectives derived from the various types of violence that, by interacting with each other within communities, make it difficult to build peaceful environments. For their intervention, situated pedagogies have been developed that address violence as a multidimensional problem, that is, one that is not limited to borders, social strata or life cycles, but characterized by a transversal impact. In this context, this study set out to analyze experiences that integrate art, technology, and pedagogy to disarm the different forms of violence. To achieve the objective, a qualitative analysis of a comparative and narrative approach of multiple cases was carried out, focused on transformative practices that integrate art, technology and pedagogy to disarm violence. As a collection technique, the documentary review of reports, platforms and training materials was used. The analyzed sample (n=6) was formed by intentional and non-probabilistic sampling. The results showed a concentration of experiences in Spain, with the participation of the European Union as the main funder, as well as a concentrated execution in NGOs. In general, the sample studied has an artivist dimension focused mainly on narrative, digital literacy and the instrumentalization of Information and Communication Technologies (ICT), focused on the care of young people, resulting in material of visibility of the priority scope of the project. In conclusion, ICTs have dynamics that can interfere in the processes of attention and generation of violence. The intervention must correspond to situated knowledge, recognizing local factors, experiential experiences and narratives that are subordinate and divergent from the narrative that is to be established. Peace implies the recognition of difference and its value as a constitutive element of reality.