School dynamics associated to the construction of an intercultural curriculum for peace and territorial justice in the Colombian Caribbean, 2018-2019
This article has to do with a research carried out between 2018 and 2019 in a school of a rural setting in the Caribbean, which suffered the attacks of the Colombian fratricidal conflict. This region is characterized by its agricultural vocation of banana crops for export. In this context,...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10898 |
| _version_ | 1801706216395636736 |
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| author | González Monroy, Luis Alfredo Ortiz Segrera, Jennyfer Tatiana Gamarra Rosado, Luis David |
| author_facet | González Monroy, Luis Alfredo Ortiz Segrera, Jennyfer Tatiana Gamarra Rosado, Luis David |
| author_sort | González Monroy, Luis Alfredo |
| collection | OJS |
| description | This article has to do with a research carried out between 2018 and 2019 in a school of a rural setting in the Caribbean, which suffered the attacks of the Colombian fratricidal conflict. This region is characterized by its agricultural vocation of banana crops for export. In this context, appears the primary school Thelma Rosa de Arévalo as a forum in which social phenomena are manifested, which the school institution begins to lead through transformation processes, using the action research methodology using the cooperative action research(-IAC) methodology. To do this, it makes a strategic alliance with the Educational Quality in a Plural World-CEMPLU group, attached to the Universidad del Magdalena.
The epistemological process faithfully examined the school dynamics of a peasant community, associated with the construction of an intercultural curriculum that promotes territorial peace and justice. To do this, it was necessary to qualify the co-researcher teachers in the episteme "interculturality" as the central axis of the study. Their experiences and knowledge were taken into account to value their teaching expertise and understanding their sufferings as victims. In the latter aspect, the accumulated pain did not allow, in the first turn of the methodological spiral, the proposed teleological transformation will be achieved. The proposed teleological transformation will be achieved, suggesting to the writing of this text, to make a second turn of the IAC loop.
Among the results it was found that the Institutional Educational Project-PEI is a technical document but it does not reflect the local reality avoiding the growth of an intercultural curriculum, since the latter requires the local educational communities and its members they should know "themselves". Without this elemental knowledge the imprint that marks the identity of people and their communities cannot be understood. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-10898 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2020 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-108982023-09-06T20:33:58Z School dynamics associated to the construction of an intercultural curriculum for peace and territorial justice in the Colombian Caribbean, 2018-2019 Dinámicas escolares asociadas a la construcción de un currículo intercultural para la paz y la justicia territorial en el Caribe colombiano, 2018-2019 Dynamique scolaire associée à la construction d'un programme interculturel pour la paix et la justice territoriale dans les Caraïbes colombiennes, 2018-2019 Dinâmicas escolares associadas à construção de um currículo intercultural para a paz e a justiça territorial no Caribe colombiano, 2018-2019 González Monroy, Luis Alfredo Ortiz Segrera, Jennyfer Tatiana Gamarra Rosado, Luis David intercultural curriculum peace territorial justice interculturality IAC currículo intercultural paz justicia territorial interculturalidad IAC currículo intercultural paz justiça territorial IAC interculturalidade This article has to do with a research carried out between 2018 and 2019 in a school of a rural setting in the Caribbean, which suffered the attacks of the Colombian fratricidal conflict. This region is characterized by its agricultural vocation of banana crops for export. In this context, appears the primary school Thelma Rosa de Arévalo as a forum in which social phenomena are manifested, which the school institution begins to lead through transformation processes, using the action research methodology using the cooperative action research(-IAC) methodology. To do this, it makes a strategic alliance with the Educational Quality in a Plural World-CEMPLU group, attached to the Universidad del Magdalena. The epistemological process faithfully examined the school dynamics of a peasant community, associated with the construction of an intercultural curriculum that promotes territorial peace and justice. To do this, it was necessary to qualify the co-researcher teachers in the episteme "interculturality" as the central axis of the study. Their experiences and knowledge were taken into account to value their teaching expertise and understanding their sufferings as victims. In the latter aspect, the accumulated pain did not allow, in the first turn of the methodological spiral, the proposed teleological transformation will be achieved. The proposed teleological transformation will be achieved, suggesting to the writing of this text, to make a second turn of the IAC loop. Among the results it was found that the Institutional Educational Project-PEI is a technical document but it does not reflect the local reality avoiding the growth of an intercultural curriculum, since the latter requires the local educational communities and its members they should know "themselves". Without this elemental knowledge the imprint that marks the identity of people and their communities cannot be understood. Objetivo: El artículo esboza una comprensión en torno a la elaboración de un currículo intercultural para comunidades educativas donde sus miembros han sido victimas del conflicto armado colombiano. Método: Generando un diálogo de saberes y conocimientos entre investigadores y participantes, en un ejercicio de formación recíproca que llevó a reivindicar la tradición oral, que ha sido subalternizada por los discursos escolares del orden transnacional. Estrategias:El horizonte teleológico se trazó en la concepción de hacer una intervención cooperativa, en la cual participó una universidad y una escuela pública rural con el fin de empoderar categorías como interculturalidad, paz y justicia territorial en sus miembros. Esta sinergia incentivó a la comunidad para dar un salto adelante en su nivel de conciencia de práctica docente frente al “otro”. Originalidad: Esta comunicación académica sustenta la elaboración de nuevo conocimiento a partir de las voces de los participantes in situ. Conclusión: La rutina investigativa de injerencia se asume como una herramienta crítica para el cambio social, especialmente, cuando dentro de sus marcos generales los maestros aprenden a innovar y mejorar las realidades propias de una cultura o comunidad, en la expectativa de reconstruir experiencias de aprendizaje que pueden ser propuestas a partir del diseño, implementación y evaluación de acciones pedagógicas para la diversidad. Cet article fait référence à une enquête menée entre 2018 et 2019 [1] dans une école située en milieu rural dans les Caraïbes, qui a subi de plein fouet le conflit fratricide colombien. Caractérisé par sa vocation agricole, consistant en la culture de la banane pour l'exportation. Dans ce contexte, l'école Thelma Rosa de Arévalo émerge, comme un forum dans lequel se manifestent des phénomènes sociaux, que l'institution scolaire commence à mener à travers des processus de transformation, en utilisant la méthodologie Cooperative Action Research-IAC. Pour ce faire, il conclut une alliance stratégique avec le groupe Qualité éducative dans un monde pluriel - CEMPLU, rattaché à l'Universidad del Magdalena. Le processus épistémologique a fidèlement examiné la dynamique scolaire d'une communauté paysanne, associée à la construction d'un programme interculturel qui promeut la paix et la justice territoriales. Pour cela, il a fallu qualifier les cochercheurs enseignants de l'épistémé "interculturalité" comme axe central de l'étude. Parmi eux, les connaissances empiriques accumulées au cours de leur vie n'ont pas été gaspillées, valorisant leur expertise pédagogique et comprenant leurs souffrances en tant que victimes. Dans ce dernier aspect, la douleur accumulée n'a pas permis que, dans un premier tour de la spirale méthodologique, la transformation téléologique proposée soit réalisée, suggérant à l'écriture de ce texte, d'effectuer un deuxième tour de la boucle IAC. Parmi les résultats, il a été constaté que le Projet éducatif institutionnel-Î.-P.-É. est un document technique, qui ne reflète pas la réalité locale, empêchant la croissance d'un programme d'études interculturel, car ce dernier nécessite les communautés éducatives locales et leurs membres, le se "connaissent". Sans cette connaissance élémentaire, l'empreinte qui marque l'identité des personnes et de leurs communautés ne peut être conçue. [1] Étude financée par le bureau du vice-président à la recherche de l'Universidad del Magdalena dans le cadre de son programme FONCIENCIAS. (Projet: Curriculum interculturel pour la paix et la justice territoriale: une étude sociale critique dans une communauté afro-colombienne), conformément à la loi d'initiation et à la résolution pour la nomination des chercheurs n ° 342 de 2018. O presente artigo está vinculado a uma pesquisa realizada entre os anos 2018-2019 em uma escola localizada no território rural do Caribe, que sofreu as consequências do conflito fratricida colombiano; caracterizado por sua vocação agrícola, consistente no cultivo de banana para exportação. É neste contexto em que emerge a escola Thelma Rosa de Arévalo, como um fórum no qual se manifestam fenômenos sociais, que a instituição escolar começa a exercer liderança, mediante processos de transformação, aplicando a metodologia de Pesquisa Ação Cooperativa-IAC. Para isso, realizou uma aliança estratégica com o grupo Qualidade Educativa num mundo Plural-CEMPLU, adscrito à Universidade de Magdalena. O processo epistemológico tratou de examinar, de maneira fidedigna, as dinâmicas escolares de uma comunidade campesina, associadas à construção de um currículo intercultural que promova a paz e a justiça territorial. Para isso, foi necessário qualificar os professores copesquisadores na episteme da “Interculturalidade” como eixo central do estudo. Referente a eles, não se desprezou os saberes empíricos acumulados no transcurso de suas vidas, valorizando-se suas expertises docentes e compreendendo seus sofrimentos como vítimas. Neste último aspecto, a dor acumulada não permitiu que, num primeiro giro da espiral metodológica, a transformação teleológica proposta será alcançada, sugerindo-se a produção deste texto, realizando um segundo giro do circuito da IAC. Entre os resultados temos que o Projeto Educacional Institucional-PEI é um documento técnico que não reflete a realidade local, impedindo o desenvolvimento de um currículo intercultural, posto que este último exige das comunidades educativas locais e de seus membros o conhecer-se “a si mesmos”. Sem este conhecimento elementar, não se concebe as características que marcam a identidade das pessoas e de suas comunidades. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2020-04-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10898 10.19053/01227238.10898 Revista Historia de la Educación Latinoamericana; Vol. 22 No. 34 (2020): Carlos Rincón Revista Historia de la Educación Latinoamericana; Vol. 22 Núm. 34 (2020): Carlos Rincón 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10898/9572 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10898/9728 Copyright (c) 2020 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION |
| spellingShingle | intercultural curriculum peace territorial justice interculturality IAC currículo intercultural paz justicia territorial interculturalidad IAC currículo intercultural paz justiça territorial IAC interculturalidade González Monroy, Luis Alfredo Ortiz Segrera, Jennyfer Tatiana Gamarra Rosado, Luis David School dynamics associated to the construction of an intercultural curriculum for peace and territorial justice in the Colombian Caribbean, 2018-2019 |
| title | School dynamics associated to the construction of an intercultural curriculum for peace and territorial justice in the Colombian Caribbean, 2018-2019 |
| title_alt | Dinámicas escolares asociadas a la construcción de un currículo intercultural para la paz y la justicia territorial en el Caribe colombiano, 2018-2019 Dynamique scolaire associée à la construction d'un programme interculturel pour la paix et la justice territoriale dans les Caraïbes colombiennes, 2018-2019 Dinâmicas escolares associadas à construção de um currículo intercultural para a paz e a justiça territorial no Caribe colombiano, 2018-2019 |
| title_full | School dynamics associated to the construction of an intercultural curriculum for peace and territorial justice in the Colombian Caribbean, 2018-2019 |
| title_fullStr | School dynamics associated to the construction of an intercultural curriculum for peace and territorial justice in the Colombian Caribbean, 2018-2019 |
| title_full_unstemmed | School dynamics associated to the construction of an intercultural curriculum for peace and territorial justice in the Colombian Caribbean, 2018-2019 |
| title_short | School dynamics associated to the construction of an intercultural curriculum for peace and territorial justice in the Colombian Caribbean, 2018-2019 |
| title_sort | school dynamics associated to the construction of an intercultural curriculum for peace and territorial justice in the colombian caribbean 2018 2019 |
| topic | intercultural curriculum peace territorial justice interculturality IAC currículo intercultural paz justicia territorial interculturalidad IAC currículo intercultural paz justiça territorial IAC interculturalidade |
| topic_facet | intercultural curriculum peace territorial justice interculturality IAC currículo intercultural paz justicia territorial interculturalidad IAC currículo intercultural paz justiça territorial IAC interculturalidade |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10898 |
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