Prácticas pedagógicas interculturales en contextos afrocolombianos: nuevos significados en las concepciones didácticas
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Fecha
2022
Autores
Acevedo Correa, Benjamín
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta investigación es producto de la necesidad de repensar las prácticas pedagógicas
interculturales en contextos afrocolombianos otorgando nuevos significados a las concepciones
didácticas. El objetivo, colectivizar la acción sociotransformadora de los docentes para la
resignificación de las concepciones y prácticas pedagógicas interculturales en los contextos
afrocolombianos de la región Caribe Colombiana, Departamento de Bolívar, Distrito Cartagena
Isla Bocachica, Institución Educativa Domingo Benkos Biohó. Se asumió al sujeto como ser
ontológico, sujeto objeto, y, la realidad como construcción inacabada, conformada por vivencias
que se desarrollan en un contexto socio antropológico cultural, configurada desde el significado
subjetivo e intersubjetivo asignado por los actores sociales. Epistemológicamente se optó por el
enfoque cualitativo y el pensamiento complejo; el método, investigación acción participativa
compleja, González (2017), desde cuatro fases, observación, desconstrucción, reconstrucción y
práctica-evaluación (Correa, et. al. 2020). Participaron 9 docentes, 6 estudiantes, 2 padres y 1
secretario. Para el acopio y análisis de la información se utilizó: el diálogo, observación,
entrevistas, trabajo grupal, ilación, religación, categorización, devolución sistemática a los
actores sociales. La información recabada se sistematizó de forma progresiva, se religó en las
diferentes fases, a través de matrices y corpus textuales; se construyeron categorías y
cartografías conceptuales para definir la problemática y dar respuesta a los objetivos del estudio.
El criterio de rigor científico fue la devolución sistemática mediante el regreso de las
sistematizaciones a los actores sociales, para su revisión y aprobación. Los hallazgos
comprenden: diagnóstico de las concepciones iniciales de los docentes sobre las prácticas
pedagógicas interculturales, la resignificación epistémica de esas concepciones teóricas y
prácticas, por último, la construcción de una propuesta que resignificara las concepciones y
prácticas pedagógicas interculturales de los docentes para la descolonización del saber que
oriente la transformación socioeducativa responsable en los contextos afrocolombianos.
This research is the product of the need to rethink intercultural pedagogical practices in AfroColombian contexts, giving new meanings to didactic conceptions. The objective is to collectivize the socio-transforming action of teachers for the resignification of intercultural pedagogical conceptions and practices in Afro-Colombian contexts of the Colombian Caribbean region, Department of Bolívar, Cartagena Isla Bocachica District, Domingo Benkos Biohó Educational Institution. The subject was assumed as an ontological being, an object subject, and reality as an unfinished construction, made up of experiences that take place in a cultural socio-anthropological context, configured from the subjective and intersubjective meaning assigned by social actors. Epistemologically, the qualitative approach and complex thinking were chosen; the method, complex participatory action research, González (2017), from four phases, observation, deconstruction, reconstruction and practice-evaluation (Correa et al., 2020). 9 teachers, 6 students, 2 parents and 1 secretary participated. For the collection and analysis of the information, the following were used: dialogue, observation, interviews, group work, connection, reconnection, categorization, systematic return to the social actors. The information collected was progressively systematized, linked in the different phases, through matrices and textual corpus; Categories and conceptual cartographies were built to define the problem and respond to the objectives of the study. The criterion of scientific rigor was the systematic return through the return of the systematizations to the social actors, for their review and approval. The findings include: diagnosis of the initial conceptions of teachers about intercultural pedagogical practices, the epistemic resignification of these theoretical and practical conceptions, finally, the construction of a proposal that resignified the intercultural pedagogical conceptions and practices of teachers for decolonization of knowledge that guides responsible socio-educational transformation in AfroColombian contexts.
This research is the product of the need to rethink intercultural pedagogical practices in AfroColombian contexts, giving new meanings to didactic conceptions. The objective is to collectivize the socio-transforming action of teachers for the resignification of intercultural pedagogical conceptions and practices in Afro-Colombian contexts of the Colombian Caribbean region, Department of Bolívar, Cartagena Isla Bocachica District, Domingo Benkos Biohó Educational Institution. The subject was assumed as an ontological being, an object subject, and reality as an unfinished construction, made up of experiences that take place in a cultural socio-anthropological context, configured from the subjective and intersubjective meaning assigned by social actors. Epistemologically, the qualitative approach and complex thinking were chosen; the method, complex participatory action research, González (2017), from four phases, observation, deconstruction, reconstruction and practice-evaluation (Correa et al., 2020). 9 teachers, 6 students, 2 parents and 1 secretary participated. For the collection and analysis of the information, the following were used: dialogue, observation, interviews, group work, connection, reconnection, categorization, systematic return to the social actors. The information collected was progressively systematized, linked in the different phases, through matrices and textual corpus; Categories and conceptual cartographies were built to define the problem and respond to the objectives of the study. The criterion of scientific rigor was the systematic return through the return of the systematizations to the social actors, for their review and approval. The findings include: diagnosis of the initial conceptions of teachers about intercultural pedagogical practices, the epistemic resignification of these theoretical and practical conceptions, finally, the construction of a proposal that resignified the intercultural pedagogical conceptions and practices of teachers for decolonization of knowledge that guides responsible socio-educational transformation in AfroColombian contexts.
Descripción
Palabras clave
Concepción pedagógica, Intercultural, Prácticas pedagógicas interculturales, Etnoeducación, Investigación acción participativa compleja, Intercultural pedagogical conception, Intercultural pedagogical practices, Ethnoeducation, Complex participatory action research.
