Foreign language student-teachers: Dispositions from the classrooms for peacebuilding in Colombia

This paper describes narrative events related to how Colombian student teachers of English face conflict in classrooms during their pedagogical practicum. Twelve semi-structured interviews were obtained from students who belonged to bachelor programs from 2 universities in Bogo ta between June , December 2018. Narratives obtained were related to how conflicts were approached and their management in the practicum context. Nvivo 12 Software was empoyed to support data analysis. Some results reveal that practitioners were conscious of actions favoring peaceful coexistence in the classroom. Moreover, the positioning of student teachers was rele- vant to their role as foreign language teachers in the construction of peace. The positionings they assume as language teachers for peacebuilding are also relevant, dispositions that question the concept of Neutral Peace as a starting theoretical base. In conclusion, student-teachers approach counter-hegemonic and re-humanizing pedagogies through discourse and practice. They express the necessity to consider their students' realities when teaching English. This provision brings them closer to peacebuilding.