| Summary: | This Master's research gives an account of the challenges that the La Esmeralda
Educational Community, of the Caño Mochuelo Casanare Indigenous Reservation, has had to face in order to preserve its culture and history.
In this community, there is a great need to maintain its roots, take care of its history, and
that its cultural heritage is not lost with the new generations. Through educational management, we can ask questions about how, from the role of the teacher, we can contribute to this community, to preserve its culture and recognize its experience and ancestral knowledge.
By focusing education in the right direction, we can transform what we see today as
problems into opportunities of great wealth, and it is there where we contribute in the
construction of a true intercultural education, necessary throughout society.
From a qualitative perspective of community educational management, the study
analyzes the articulation process of the policies established by the Ministry of National
Education, including the multiple voices of the actors that make up the educational community: directors, teachers, students, parents. Family and other inhabitants of the reservation. In the first instance, an information exploration is carried out for the construction of the theoretical framework, since it has been of great importance to identify the concepts that have developed around interculturality; Next, the methodological design used to collect the information is exposed, which received certain adaptations as a result of the measures implemented, due to the
COVID-19 pandemic. Finally, the results and conclusions of the investigation are presented.
Indigenous communities not only need an education designed for them as a minority, as
this distances us from true inclusion and equality; what is proposed is an intercultural education designed for the entire civil society, where cultures are valued as wealth and heritage of humanity.
The school, as a diverse community, must inspire teachers to manage their ability to
function, communicate and interact in situations of diversity, so this research raises the need to provide teachers with the necessary and sufficient resources from educational management so that their pedagogical practices can be transformed into an education where the knowledge of the community is recognized, recognizing the structure of school environments, promoting multiple learning; not stigmatizing or discriminating within schools, but allowing horizontal learning from experience, where the greatest wealth is the use of the differences within the classroom.
|
|---|
