School Culture in Armed Conflict Areas: From individual Domain to Collaborative Work

Abstract

Based on the implementation of lived experience narratives this article intends to recognize the professional and pedagogical cultures of those leachers who ive in distant regions affected by tie armed conflict, for that reason, a qua project was conducted following a biographical narrative perspective. As to reconstruct the information generated, an analysis matrix was designed to identify recurrent and relevant issues emerging from the participants' voices l hese ssues became thematic axes and emergent catcgor es Concerning the findings, three major significant topics were identified, that is the close relationships between teachers' professional exercise and their school real it es of fear and anxiety, the necessity to nurture the collaborative cultures, and the importance of transforming the schoo into a su table scenario for resilient identities.