Estrategia Pedagógica   para el Desarrollo de la Educación para la Paz con Enfoque de Convivencia Pacífica, en la Básica Secundaria

This article presents the findings of a doctoral research study entitled “Peace Education with a Peaceful Coexistence Approach in Lower Secondary Education.” The main objective was to design a transformative pedagogical strategy aimed at fostering a culture of peace through a peaceful coexistence approach within lower secondary education. The study was grounded in a qualitative research paradigm and followed the principles of participatory action research, emphasizing the generation of situated knowledge with formative impact. Data collection techniques included surveys and in-depth interviews, the latter conducted through focus groups. The instruments applied to key informants consisted of a Likert-type questionnaire and a semi-structured in-depth interview guide. Data were systematized, coded, and analyzed using a methodological triangulation approach: initially through descriptive statistics—measures of central tendency, graphical representations, and percentage-based analysis—and subsequently through qualitative analysis of the focus group discussions. This comprehensive process enabled the identification of convergent and divergent criteria, the definition of analytical categories, and the emergence of new categories related to the central issue. These insights informed the construction of an alternative pedagogical strategy aligned with the principles of peace education.