Inclusión étnica y educación en derechos humanos desde la práctica pedagógica de las maestras afrodescendientes
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Fecha
2022
Autores
Lloreda Gracia, Denny de Jesús
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La organización de la estructura curricular en las instituciones educativas del país, y particularmente de este contexto, ha estado siempre marcada por la descontextualización y la flexibilización con los modelos extranjeros; situación que ha generado el desplazamiento de aspectos culturales, históricos y situacionales autóctonos que bien pudieran considerarse e incluirse en el accionar pedagógico del aula y de los ambientes formativos de niños, niñas y jóvenes.
Es esa la intención que subyace a este trabajo de investigación en el que se pretende el rescate y la religación de los saberes ancestrales de los afrodescendientes como elementos inclusivos de enseñanza y aprendizaje en las instituciones educativas. En el contenido de este compendio se alude al análisis de las consecuencias de este abandono de saberes específicos y culturales que ha terminado por la enajenación y la subvaloración de la cultura de la comunidad afrodescendiente. Es por esto que al final de esta investigación se hace una propuesta tendiente a dar cabida y participación de este patrimonio cultural y comunitario en los ambientes de aprendizaje escolar, comprometiendo de manera efectiva el rol de las maestras y los maestros para su implementación, impacto y el alcance de los objetivos propuestos.
Son muchos los aportes de teóricos alrededor del tema, sumado a experiencias pedagógicas en otros espacios y las experiencias de vida de sus protagonistas; lo que se convirtió en insumo y materia para consolidar la investigación y la propuesta presente.
The organization of the curricular structure in the educational institutions of the country, and particularly in this context, has always been marked by decontextualization and flexibility with foreign models. This situation has generated the displacement of indigenous cultural, historical and situational aspects that could be considered and included in the pedagogical actions of the classroom and of the educational environments of children and young people. This is the intention that underlies this research work in which the rescue and re-connection of the ancestral knowledge of Afro-descendants is intended as inclusive elements of teaching and learning in educational institutions. The content of this compendium refers to the analysis of the consequences of this abandonment of specific and cultural knowledge, that has ended up with the alienation and undervaluation of the culture of the Afro-descendant community. Consequently, at the end of this research a proposal is made: to accommodate and participate in this cultural and community heritage in school learning environments, effectively engaging the role of teachers for its implementation, impact and the reach of the proposed objectives. There are many contributions from theorists around the subject, added to pedagogical experiences in other spaces and the life experiences of the protagonists; what became input and material to consolidate the present investigation and proposals.
The organization of the curricular structure in the educational institutions of the country, and particularly in this context, has always been marked by decontextualization and flexibility with foreign models. This situation has generated the displacement of indigenous cultural, historical and situational aspects that could be considered and included in the pedagogical actions of the classroom and of the educational environments of children and young people. This is the intention that underlies this research work in which the rescue and re-connection of the ancestral knowledge of Afro-descendants is intended as inclusive elements of teaching and learning in educational institutions. The content of this compendium refers to the analysis of the consequences of this abandonment of specific and cultural knowledge, that has ended up with the alienation and undervaluation of the culture of the Afro-descendant community. Consequently, at the end of this research a proposal is made: to accommodate and participate in this cultural and community heritage in school learning environments, effectively engaging the role of teachers for its implementation, impact and the reach of the proposed objectives. There are many contributions from theorists around the subject, added to pedagogical experiences in other spaces and the life experiences of the protagonists; what became input and material to consolidate the present investigation and proposals.
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Palabras clave
Saberes ancestrales afrodescendientes, Maestros, Religación, Comunidad, Propuesta pedagógica, Afro-descendant ancestral knowledge, Teachers, Religation, Community, Pedagogical proposal