和平协议的实施是一个复杂而具有挑战性的过程，需要采用各种策略和举措，包括促进和平教育。对于哥伦比亚来说，政府和哥伦比亚革命武装力量（FARC）于2016年签署了一项和平协议，旨在结束持续了50多年的武装冲突。作为协议的一部分，哥伦比亚政府出台了1732号法令，并在哥伦比亚公私立学校设立了和平课程（Cátedra de la Paz），该课程为必修课程，旨在向学生宣传和平、人权和民主的价值观。本研究旨在研究在哥伦比亚公立机构开设和平课程的六位教师的重要经历。

本研究使用了Lederach的和平建设金字塔、Gibbs的反思实践循环和和平教育的Flower-Petal模型。采用质性研究方法，对6位参与课程开发的教师进行了半结构访谈。

本研究的主要研究结论如下。首先，和平教育可以成为消除哥伦比亚结构性暴力的关键工具，通过课程的教授可以培养学生的和平意识。其次，虽然教师对自己实践进行了反思，但教学应始终考虑到特定的环境。第三，教师在课程开发中的反思性实践成为推动课程发展的重要因素。第四，和平课程的实施仍在存在一些挑战，如培训、分享想法的空间和缺乏材料等。

The implementation of peace agreements is a complex and challenging process that requires various strategies and initiatives, including the promotion of peace education. In the case of Colombia, the government and the Revolutionary Armed Forces of Colombia (FARC) signed a peace agreement in 2016, which aimed to end the armed conflict that lasted more than five decades. As part of this agreement, Law 1732 was enacted to establish the Cátedra de la Paz course, a mandatory subject in all public and private schools, which seeks to promote the values of peace, human rights, and democracy among students. This qualitative research aimed to explore the significant experiences of six urban and rural teachers who are teaching the new subject  “Cátedra de la Paz” (Lecture of Peace) in public institutions in Colombia. This new subject reflects one of the educational ideas of the peace agreement between the former FARC-EP guerrilla and the Colombian government.

In this way, a methodology was proposed that allowed investigating the significant experiences of the 6 teachers. The teachers were chosen through a database of teachers who teach Cátedra de la Paz in the department of Boyacá, Colombia and clear criteria were followed for the election of each one as a participant. The guiding theoretical framework was based on the Peacebuilding Pyramid by Lederach, the Reflective Practice Cycle by Gibbs and the Flower-Petal Model of Peace Education.

The results showed that education for peace can become a key tool to eradicate structural violence in Colombia and that the projects leaded by the expert teachers reflect positive peace. Also, the data showed that although certain patterns of teachers who reflect on their own practice can be understood, teaching should always seek to be contextualized. On the other hand, some challenges related to training, creation of spaces to share ideas, lack of material could be evidenced. As for the six successful experiences, we can learn from each of the profiles of the educators for peace and how their evolution towards more reflective practices allowed them to transform the course into an essential companion of the pedagogical task. It was also possible to confirm the contents that are taught in relation to the pedagogical orientations by the Ministry of Education and the different projects that they have undertaken with their students. Further research is suggested to gain deeper understanding about the perceptions of teachers in other regions of Colombia.