Resumen: Este artículo analiza las fortalezas y los retos de la investigación participativa y transformadora desde un enfoque biocultural a partir del estudio de caso con la comunidad Muisca de Sesquilé “los hijos del maíz”. Este enfoque implica promover la participación conjunta en todas las etapas de la investigación, cumpliendo con un compromiso ético en su desarrollo. Aunque esta experiencia aplicó principios éticos de la investigación biocultural y propició espacios de coinvestigación y diálogo permanente, también enfrentó retos metodológicos y una serie de barreras institucionales que dificultaron la participación de la comunidad. Estas barreras, que desconocen los derechos bioculturales de los pueblos Indígenas, los derechos territoriales, el enfoque diferencial de derechos, y la Consulta y el Consentimiento Previo, Libre e Informado, sobrepasan las capacidades y recursos de los investigadores y limitan el alcance del proceso participativo y el efecto transformador de la investigación biocultural. Abstract: This article analyzes the strengths and challenges in participatory and transformative research, from a biocultural approach based on the case study of Los hijos del maíz, a Muisca community from Sesquilé. This approach promotes joint participation in all research stages and agrees to follow an ethical code in its development. For this experience, ethical principles of biocultural research were applied and spaces for co-research and permanent dialogue were fostered. However, the community faced methodological challenges and a series of institutional barriers that made it difficult for them to participate. These barriers –which ignore the territorial and biocultural rights of indigenous peoples, the differential approach to rights and Consultation and Free, Prior and Informed Consent –exceed the capacities and resources of researchers and limit the scope of the participatory process and the transformative effect of biocultural research. Resumo: Este artigo analisa os pontos fortes e os desafios da pesquisa participativa e transformadora a partir de uma abordagem biocultural com base no estudo de caso da comunidade muisca de Sesquilé “os filhos do milho”. Essa abordagem envolve a promoção da participação conjunta em todas as etapas da pesquisa, cumprindo um compromisso ético em seu desenvolvimento. Embora essa experiência tenha aplicado os princípios éticos da pesquisa biocultural e promovidoespaços para a pesquisa conjunta e o diálogo permanente, ela também enfrentou desafios metodológicos e uma série de barreiras institucionais que dificultaram a participação da comunidade. Essas barreiras, que ignoram os direitos bioculturais dos povos indígenas, os direitos territoriais, a abordagem de direitos diferenciados e o consentimento e consulta livres, prévios e informados, excedem as capacidades e os recursos dos pesquisadores e limitam o escopo do processo participativo e o efeito transformador da pesquisa biocultural.

Abstract: Peace education, pivotal in shaping national identities particularly in post-conflict settings, fosters mutual understanding, dialogue, and reconciliation. In Colombia, the 2016 Peace Agreement represented a major milestone in ending decades of violence, leading to the establishment of the ‘Cátedra de Paz’ in 2015. This initiative mandates its inclusion in the curricula of all educational institutions to instill peace values in youth and promote a culture of engagement among new generations. Despite the progress, this study identifies persistent challenges in program implementation, such as inadequate teacher training, excessive teacher workloads, and insufficient resources, alongside cultural barriers like resistance to change. Semi-structured interviews emphasize the necessity for significant restructuring and enhanced institutional support to effectively incorporate peace education into the national curriculum. Recommendations from participants include specialized teacher training, student-centered pedagogical approaches, rigorous program monitoring, and inclusive educational resources, particularly for marginalized communities. There is widespread agreement on the importance of equipping educators with the skills needed to handle sensitive topics and encourage critical thinking. Although challenges persist, participants concur that ‘Cátedra de Paz’ promotes dialogue and empathy, enabling students to contribute to more peaceful societies. Continued effort and comprehensive strategies involving all stakeholders, from educators to community members, are crucial for achieving post-conflict harmony and equity in Colombia.