Muiskanobas cartographies: the social appropriation of the territory from the pedagogical innovation proposal of the school “Bachillerato tecnico Comercial Santa Ana”, located in the Municipality of Suacha, Colombia
DOI:
https://doi.org/10.15381/espiral.v2i3.17668Keywords:
Intercultural pedagogies, muiskanoba, decoloniality of knowledge, social cartography, Suacha, social appropriation of the territoryAbstract
The purpose of this article is to reflect on the Muiskanoba pedagogical innovation experience, which has education and living as its axes, in relation to the production category of the social space. The implemented methodology is, mainly, the qualitative paradigm. We take as a reference the AI, researchlearning (Panqueba & Huérfano, 2006), which is based on the recognition of the students as main actors in the pedagogical process and of the teachers as knowledges who guide and co-apprehend the teaching process -learning. This experience has been developed in the school “Bachillerato Técnico Comercial Santa Ana” during the years 2019 and 2020, although it is necessary that the educational proposal has been implemented in the institution since 2002. A main aspect that we want to put into dialogue is the construction of ancestral territorial identity in the municipality: we demonstrate cultural roots and environmental awareness as fundamental needs to strengthen the daily memories of the territory.
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Copyright (c) 2020 Carolina Salcedo, Angie Garzón, Vanessa Muñoz, Miguel Guerrero, Angélica Acevedo
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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