Abstract

Vital learning, the lessons of life, provides evidence that subjects are not isolated but resonate with one another, that is, they can interact in inhibiting contexts, generate learning strategies, and express their will to live and coexist with others. The present research unveils some nonformal learning processes that triggered devices of re-existence different from the traditional education of hegemonic, Western vision. The methodology employed an ethnographic approach and qualitative research on the formative experiences of three individuals experiencing the armed conflict in Colombia. The study utilized participants’ life stories as a means to delve into the personal nuances of their essential learning experiences under extreme conditions. Employing a phenomenological approach, it aimed to uncover the societal significance of these experiences by interpreting the symbolic and narrative use of language. This methodology facilitated a deeper understanding of how individuals make sense of their experiences and the subjective learning that occurs within such intense contexts. The conclusion was that it is possible to identify that education outside formal structures generates knowledge in an epistemic space. The research identified the forces that mobilized the subjects to make changes in their worlds of extreme and external conditions. This article presents an analysis using personal narratives affected by pervasive violence, introducing a unique perspective on education that is deeply rooted in the context of one's environment. It posits that despite the numerous challenges faced, the intrinsic human eagerness to learn remains undiminished. This perspective encourages a reimagining of educational approaches that are sensitive to and integrated with the local context, highlighting the resilience of the human spirit in the face of adversity.