Gestión de la formación docente para la construcción de una cultura de paz: una revisión crítica del panorama actual en Latinoamérica

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The crisis of peace has compelled teachers to assume their role as agents of change beyond merely delivering content. The purpose of this study is to identify effective strategies and activities for training teachers in peace education and to examine the limitations that hinder the improvement of professional practice. This research adopts a qualitative documentary approach, analyzing 21 academic documents published over the last five years to identify patterns and gaps in training strategies and practices that promote peace in teacher education. The findings suggest that addressing a culture of peace in teacher education requires an integral perspective, highlighting emotional management, dialogue, and critical reflection as fundamental actions. Tutoring, conflict mediation, community-based projects, sports activities, and artistic dynamics are identified as effective practices for promoting peace. However, significant gaps were also identified, including limited connections between theory and practice, the absence of critical and inclusive approaches, and insufficient linkage with community contexts. In conclusion, teacher education must be transformed into a continuous, contextualized, and ethically committed process that enables teachers to become agents of change capable of promoting social justice from the classroom. Keywords: Teacher Education; Culture of Peace; Pedagogical Practice.

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