The paradox of praxis in crese education: a strategy for comprehensive training

Abstract

Comprehensive training grounded in the CRESE approach constitutes a strategy oriented toward strengthening civic, socio-emotional, and reconciliation competencies within rural school contexts. The purpose of this study was to analyze the process of structuring, curricular harmonization, and institutionalization of the Comprehensive Training Plan derived from this perspective, through the systematization of the experience of the "SER Y CRESER" pedagogical project, executed across 18 dispersed rural branch schools in Cerrito, Santander. Qualitative research was conducted under the framework of the systematization of experiences and pedagogical action-research, which traced a weekly pedagogical mechanism of reflective openings and "closings of the word" (cierres de la palabra) that articulated classroom-based mediations and experiential home guides. The triangulation of the stakeholders' voices evidenced a significant appropriation of civic values and a favorable recognition by the participating families, who validated the premise of forming individuals before students. Nonetheless, the argument exposed a stark paradox of praxis: the gap between conceptual-axiological understanding and the practical transfer of applied skills for stress regulation and autonomous conflict resolution, wherein 28.2% of the learners reported distress when facing school disputes. The findings determined that the discursive assimilation of a value did not automatically translate into a behavioral competence during crisis scenarios. Consequently, it was recommended to redesign micro-planning toward experiential laboratories grounded in restorative practices, and to consolidate socio-emotional co-responsibility academies in partnership with rural households.