The commitment function in some works by Gabriel García Márquez in contrast to various cinematographic films. Pedagogical resources that promote sensitivity and criticality for a reconstruction process of forgiveness and peace in Colombia

Abstract

This article analyzes some texts by the writer Gabriel García Márquez how La hojarasca (1955), El coronel no tiene quien le escriba (1961), Cien años de soledad (1967), Los funerales de la mamá grande (1968), Crónicas de una muerte anunciada (1981) ) y Vivir para contarla (2002) as well as some film productions such as Chircales (1972), El pianista (2002), Voces Inocentes (2004) and Sometimes In April (2005) as useful resources to promote critical thinking and awareness about construction of the peace processes in Colombia with the students of the Minuto de Dios University Corporation. The Written Communication course enables the integration of knowledge through reading, writing and cinema. The proposal integrates students from all first semester careers. Through a praxeological look that methodologically reveals how the matter unfolds from a pedagogical perspective in the classroom. The main objective is to reflect how progressively each one of the students is sensitized from the introspection exercises that tend to unify stories that promote reflective and critical thinking through a process of otherness. The issue gravitates in creating new sensitivities and experiences through some stories by the Caribbean author, whose narrative allows us to rethink the notion of forgiveness and reconciliation and another films in the construction of a social feeling that evidences how educational alternatives are woven from the university that impact the contexts.