Educoidentidad: valores culturales, orales e inmateriales de la región caribe
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Fecha
2023
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El objetivo principal de esta investigación fue construir un enfoque pedagógico y práctico de
Educoidentidad que promueva los valores culturales, orales e inmateriales de la Región Caribe
y su preservación, desde las prácticas educativas en la educación básica. Lo anterior, se logró a
través de la caracterización de la dinámica cultural trabajada por la Institución Educativa Cristo
Rey ubicada en el municipio de Puerto escondido del departamento de Córdoba y la Escuela
Normal Superior de Cartagena; así como la forma en que las experiencias significativas
implementadas en cada institución educativa salvaguardan la riqueza patrimonial oral e
inmaterial de la región Caribe; para emitir algunas recomendaciones de actualización de los
lineamientos transversales curriculares que permitan desarrollar un nuevo conocimiento
pedagógico y práctico desde el enfoque de la Educoindentidad. Igualmente, la metodología de
estudio tuvo un enfoque histórico, hermenéutico y etnográfico con carácter cualitativo.
Finalmente, como resultado se obtuvo que para generar un enfoque integral de Educoidentidad
que promueva los valores culturales, orales e inmateriales de la Región Caribe y su preservación,
desde las prácticas educativas en la educación básica los componentes pedagógicos sugeridos
son pedagogía del diálogo y la participación (Freire,1970), reflexión crítica (Schön,1983),
enfoque interdisciplinario (Jantsch,1979), construcción social del conocimiento o enseñanza
participativa y experiencial (Vygotsky,1978) que involucra el constructivismo (Piaget,1976), el
aprendizaje Significativo de (Ausubel,983), el aprendizaje Basado en Proyectos (Heard, 1918)
y la investigación cultural. Mientras que, los componentes prácticos involucran eventos
culturales, talleres y prácticas tradicionales, arte y expresión creativa, entrevistas y narración,
diálogo y reflexión continua, creación de recursos culturales, investigación de campo,
proyectos de servicio comunitario, integración de tecnología, y exploración de lugares
culturales. Estos tienen que implementarse de forma combinada para de esta forma brindar a los
estudiantes una comprensión profunda y significativa de su cultura y patrimonio, así como la
capacidad de participar activamente en su preservación y promoción.
The main objective of this research was to construct a pedagogical and practical approach to Educoidentity that promotes the cultural, oral, and intangible values of the Caribbean Region and their preservation through educational practices in basic education. This was achieved through the characterization of the cultural dynamics worked on by the Cristo Rey Educational Institution located in the municipality of Puerto Escondido in the department of Córdoba and the Normal Superior School of Cartagena. Additionally, it examined how the implemented meaningful experiences in each educational institution safeguard the oral and intangible heritage richness of the Caribbean Region, in order to provide recommendations for updating curricular transversal guidelines that allow the development of new pedagogical and practical knowledge from the perspective of Educoidentity. Similarly, the study methodology adopted a historical, hermeneutic, and ethnographic approach with a qualitative nature. Finally, the results obtained indicate that to generate a comprehensive Educoidentity approach that promotes the cultural, oral, and intangible values of the Caribbean Region and their preservation through educational practices in basic education, the suggested pedagogical components are dialogue and participation pedagogy (Freire, 1970), critical reflection (Schön, 1983), interdisciplinary approach (Jantsch, 1979), social construction of knowledge or participatory and experiential teaching (Vygotsky, 1978) involving constructivism (Piaget, 1976), meaningful learning (Ausubel, 1983), Project-Based Learning (Heard, 1918), and cultural research. Meanwhile, the practical components involve cultural events, workshops, and traditional practices, art and creative expression, interviews and narration, continuous dialogue and reflection, creation of cultural resources, field research, community service projects, technology integration, and exploration of cultural places. These components need to be implemented in combination to provide students with a deep and meaningful understanding of their culture and heritage, as well as the ability to actively participate in their preservation and promotion.
The main objective of this research was to construct a pedagogical and practical approach to Educoidentity that promotes the cultural, oral, and intangible values of the Caribbean Region and their preservation through educational practices in basic education. This was achieved through the characterization of the cultural dynamics worked on by the Cristo Rey Educational Institution located in the municipality of Puerto Escondido in the department of Córdoba and the Normal Superior School of Cartagena. Additionally, it examined how the implemented meaningful experiences in each educational institution safeguard the oral and intangible heritage richness of the Caribbean Region, in order to provide recommendations for updating curricular transversal guidelines that allow the development of new pedagogical and practical knowledge from the perspective of Educoidentity. Similarly, the study methodology adopted a historical, hermeneutic, and ethnographic approach with a qualitative nature. Finally, the results obtained indicate that to generate a comprehensive Educoidentity approach that promotes the cultural, oral, and intangible values of the Caribbean Region and their preservation through educational practices in basic education, the suggested pedagogical components are dialogue and participation pedagogy (Freire, 1970), critical reflection (Schön, 1983), interdisciplinary approach (Jantsch, 1979), social construction of knowledge or participatory and experiential teaching (Vygotsky, 1978) involving constructivism (Piaget, 1976), meaningful learning (Ausubel, 1983), Project-Based Learning (Heard, 1918), and cultural research. Meanwhile, the practical components involve cultural events, workshops, and traditional practices, art and creative expression, interviews and narration, continuous dialogue and reflection, creation of cultural resources, field research, community service projects, technology integration, and exploration of cultural places. These components need to be implemented in combination to provide students with a deep and meaningful understanding of their culture and heritage, as well as the ability to actively participate in their preservation and promotion.
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Palabras clave
Cultura, Educación con identidad, Educoidentidad, Enfoque pedagógico, Enfoque práctico, Culture, Education with identity, Educoidentity, Pedagogical approach