<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2024000200159</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2024.54.2.636</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Construir espacios de esperanza en contextos de violencia. Diálogos con estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Building Spaces of Hope in Contexts of Violence: Dialogues with University Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojo Fierro]]></surname>
<given-names><![CDATA[Ana Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fierro Evans]]></surname>
<given-names><![CDATA[María Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ámsterdam  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Netherlands</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Escuela Nacional de Estudios Superiores Laboratorio Interdisciplinario para la Docencia e Innovación Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<volume>54</volume>
<numero>2</numero>
<fpage>159</fpage>
<lpage>191</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2024000200159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2024000200159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2024000200159&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo busca contribuir al desarrollo de estrategias pedagógicas para el diálogo con estudiantes universitarios, en un contexto nacional marcado por crecientes niveles de violencia social derivados de la &#8220;guerra contra el narcotráfico&#8221; en México. Al retomar conceptos como trauma psicosocial y educación en contextos de emergencia, destaca la necesidad de abrir espacios curriculares para reflexionar sobre el impacto personal y colectivo de la violencia. La propuesta se inscribe en la pedagogía crítica para la paz e integra prácticas narrativas, círculos restaurativos y mediación. Herramientas pedagógicas permiten al profesorado conducir sesiones de diálogo en un entorno seguro, orientadas a fortalecer vínculos sociales y explorar recursos para la acción individual y colectiva. Escuchar, narrar y actuar son las fases de esta aproximación, que representa un esfuerzo desde la educación para reconstruir el tejido social en sociedades afectadas por violencia generalizada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work seeks to contribute to the development of pedagogical strategies for dialogue with university students, in a national context marked by increasing levels of social violence, stemming from the &#8220;war on drugs&#8221; in Mexico. By revisiting concepts such as psychosocial trauma and education in emergency contexts, it highlights the need to open curricular spaces in university classrooms to reflect on the personal and collective impact arising from exposure to violence in its various manifestations. The pedagogical proposal is rooted in critical pedagogy for peace and incorporates elements of collective narrative practices, restorative circles, and mediation. Pedagogical tools are offered to enable faculty to conduct dialogue sessions with their students in a respectful and secure educational environment, aimed at strengthening social bonds and reflecting on the spaces and actions that, in their own lives, offer hope as well as possible resources for individual and/ or collective action. Listening, narrating, and acting are the three intertwined phases of this proposal. The outlined methodologies represent an effort from the educational space to advance the reconstruction of the social fabric in societies affected by widespread phenomena of violence.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[violencia]]></kwd>
<kwd lng="es"><![CDATA[pedagogía crítica para la paz]]></kwd>
<kwd lng="es"><![CDATA[educación en contextos de emergencia]]></kwd>
<kwd lng="es"><![CDATA[educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[tejido social]]></kwd>
<kwd lng="en"><![CDATA[violence]]></kwd>
<kwd lng="en"><![CDATA[critical pedagogy for peace]]></kwd>
<kwd lng="en"><![CDATA[education in emergency contexts]]></kwd>
<kwd lng="en"><![CDATA[university education]]></kwd>
<kwd lng="en"><![CDATA[social fabric]]></kwd>
</kwd-group>
</article-meta>
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