Trigos-Carrillo Lina, Fonseca Laura, Reinoso Natalia
Department of Psychology of Development and Education, School of Psychology, Universidad de La Sabana, Chía, Colombia.
Department of Social and Organizational Psychology, School of Psychology, Universidad de La Sabana, Chía, Colombia.
Front Psychol. 2020 Jan 23;11:47. doi: 10.3389/fpsyg.2020.00047. eCollection 2020.
In the context of the 2016 Peace Agreement signed between the Colombian government and the FARC-EP (Fuerzas Armadas Revolucionarias de Colombia-Ejército del Pueblo), several challenges for society and academia have emerged: (1) overcoming the gap between the rural and urban settings, which has been one of the roots of the Colombian armed conflict, and (2) training psychologists and transforming traditional educational practices, which have not been designed to fulfill community needs in a post-conflict setting. One of the strategies from academia to overcome these difficulties is to create alliances with rural communities where students learn key competences to foster a horizontal approach while actively working with the community. In the region of Caquetá, Colombia, two Territorial Spaces for Training and Reincorporation (ETCR) were created in order to provide a space for former guerrilla members' reintegration to civil society. In the ETCR Héctor Ramírez, 27 students and two faculty participated in a service-learning project (2 weeks in December 2018 and two in June 2019) where they engaged in local daily practices and social projects based on the community's prioritized needs. The aim of this study was to analyze the learning process of undergraduate psychology students in this community psychology service-learning project in the context of peacebuilding in Colombia. This study is grounded in a Participatory Action Research (PAR) approach and data collected include reflective narratives and video diaries by students before and during the course, and two focus groups after the experience. Findings suggest that students who participated in the experience are in the process of developing cultural humility, through affective understandings and the consolidation of communities of practice that include the former guerrilla members and their knowledges. Preparing psychologists to lead peacebuilding and reconciliation processes is of importance to the field because the professional competencies gained in this context surpass the professional practice as they become part of the students' abilities as citizens. The social impact is twofold: the students learn to create partnerships where purposes are co-constructed and trust-based, while the community takes the lead of their processes creating alliances with an academia that recognizes their knowledge and practices.
在哥伦比亚政府与哥伦比亚革命武装力量-人民军（FARC-EP）于2016年签署和平协议的背景下，社会和学术界面临着若干挑战：（1）弥合城乡差距，这一直是哥伦比亚武装冲突的根源之一；（2）培训心理学家并转变传统教育实践，传统教育实践并非为满足冲突后环境中的社区需求而设计。学术界克服这些困难的策略之一是与农村社区建立联盟，让学生在与社区积极合作的同时学习关键能力，以培养一种横向方法。在哥伦比亚的卡克塔地区，设立了两个培训与重新融入领土空间（ETCR），以便为前游击队员重新融入公民社会提供一个空间。在赫克托·拉米雷斯ETCR，27名学生和两名教师参与了一个服务学习项目（2018年12月为期两周，2019年6月为期两周），他们根据社区的优先需求参与当地日常实践和社会项目。本研究的目的是分析哥伦比亚建设和平背景下该社区心理学服务学习项目中本科心理学学生的学习过程。本研究基于参与式行动研究（PAR）方法，收集的数据包括学生在课程之前和期间的反思性叙述和视频日记，以及体验之后的两个焦点小组。研究结果表明，参与该体验的学生正在通过情感理解以及巩固包括前游击队员及其知识在内的实践社区来培养文化谦逊。培养心理学家引领建设和平与和解进程对该领域至关重要，因为在此背景下获得的专业能力超越了专业实践，因为它们成为了学生作为公民的能力的一部分。社会影响是双重的：学生学会建立目的共同构建且基于信任的伙伴关系，而社区则主导其进程，与认可其知识和实践的学术界建立联盟。
