Ecobioética de la cultural campesina una estrategia pedagógica compleja para resignificar la educación rural
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Fecha
2025
Autores
Caicedo Silva, Deisy Yolanda
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
"Ecobioética de la cultura campesina una estrategia pedagógica compleja para resignificar la educación rural" aborda la perentoria cuestión de cómo los fundamentos epistemológicos de naturaleza ecobioética y ancestral de la cultura campesina pueden integrarse en las prácticas educativas para transformar la educación rural en la comunidad educativa Las Cañas-Chiscas, Boyacá. Esta investigación parte de la necesidad de crear una educación rural más pertinente y efectiva, que respete y valore tanto el entorno natural como el cultural de la comunidad.
Metodológicamente la investigación se soportó en el paradigma interpretativo y adoptó un diseño etnográfico, adecuado para comprender profundamente la realidad educativa rural y la interrelación entre la cultura campesina y la educación. La observación participante etnográfica y entrevistas en profundidad constituyeron la fuente principal de recolección de datos con doce informantes clave, lo cual permitió una inmersión detallada en el escenario de estudio durante dos años y medio. Los datos cualitativos obtenidos fueron procesados utilizando el software QDA Miner lite, versión 2.0.9, organizándose en subcategorías como la concepción de la enseñanza rural, la valoración de las costumbres campesinas, las dinámicas grupales, el ambiente y el desarrollo endógeno, las redes productivas locales, y la didáctica para la formación ética.
Los resultados revelan que los principios ecobioéticos de la cultura campesina se centran en la interacción y conexión con el medio ambiente, la conciencia y responsabilidad ambiental, la integración del conocimiento ambiental en la educación, la participación activa y comunitaria, la conservación y sostenibilidad, el respeto a la vida y la solidaridad, y la valoración de la identidad y tradiciones culturales. Cada uno de estos principios se apoya en supuestos teóricos específicos
de la cultura campesina y sugiere acciones didácticas concretas para su implementación en el ámbito educativo.
En la discusión de los resultados, se resalta cómo la cultura campesina y sus prácticas pueden entrelazarse con la educación rural para fomentar valores de sostenibilidad, responsabilidad ambiental y respeto por el entorno. Los hallazgos destacan la importancia de una educación que transmite conocimientos académicos e inculca valores de ecobioética y cultura campesina, adaptando los contenidos educativos a la realidad y necesidades del contexto rural.
The doctoral thesis entitled “Ecobioethics of the Peasant Culture to Resignify Rural Education” addressed the peremptory question of how the epistemological foundations of ecobioethical and ancestral nature of the peasant culture can be integrated into educational practices to transform the processes of rural education in the educational community of Las Cañas-Chiscas, Boyacá. This research is based on the need to create a more pertinent and effective rural education that respects and values both the natural and cultural environment of the community. The research methodology was based on the interpretative paradigm and adopted an ethnographic design, adequate to deeply understand the rural educational reality and the interrelation between peasant culture and education. Data collection was carried out through participant observation and in-depth interviews with twelve key informants, which allowed a detailed immersion in the study scenario during two and a half years. The qualitative data obtained were processed using QDA Miner lite software, version 2.0.9, and organized into subcategories such as the conception of rural education, the valuation of rural customs, group dynamics, the environment and endogenous development, local productive networks, and didactics for ethical training. The research results reveal that the eco-bioethical principles of peasant culture focus on interaction and connection with the environment, environmental awareness and responsibility, integration of environmental knowledge in education, active and community participation, conservation and sustainability, respect for life and solidarity, and valuing cultural identity and traditions. Each of these principles is supported by theoretical assumptions specific to peasant culture and suggests concrete didactic actions for implementation in the educational setting. In the discussion of the results, it is highlighted how peasant culture and its practices can be intertwined with rural education to foster values of sustainability, environmental responsibility and respect for the environment. The findings highlight the importance of an education that not only transmits academic knowledge, but also inculcates values of ecobioethics and peasant culture, adapting educational content to the reality and needs of the rural context.
The doctoral thesis entitled “Ecobioethics of the Peasant Culture to Resignify Rural Education” addressed the peremptory question of how the epistemological foundations of ecobioethical and ancestral nature of the peasant culture can be integrated into educational practices to transform the processes of rural education in the educational community of Las Cañas-Chiscas, Boyacá. This research is based on the need to create a more pertinent and effective rural education that respects and values both the natural and cultural environment of the community. The research methodology was based on the interpretative paradigm and adopted an ethnographic design, adequate to deeply understand the rural educational reality and the interrelation between peasant culture and education. Data collection was carried out through participant observation and in-depth interviews with twelve key informants, which allowed a detailed immersion in the study scenario during two and a half years. The qualitative data obtained were processed using QDA Miner lite software, version 2.0.9, and organized into subcategories such as the conception of rural education, the valuation of rural customs, group dynamics, the environment and endogenous development, local productive networks, and didactics for ethical training. The research results reveal that the eco-bioethical principles of peasant culture focus on interaction and connection with the environment, environmental awareness and responsibility, integration of environmental knowledge in education, active and community participation, conservation and sustainability, respect for life and solidarity, and valuing cultural identity and traditions. Each of these principles is supported by theoretical assumptions specific to peasant culture and suggests concrete didactic actions for implementation in the educational setting. In the discussion of the results, it is highlighted how peasant culture and its practices can be intertwined with rural education to foster values of sustainability, environmental responsibility and respect for the environment. The findings highlight the importance of an education that not only transmits academic knowledge, but also inculcates values of ecobioethics and peasant culture, adapting educational content to the reality and needs of the rural context.
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Palabras clave
Educación rural, Ecobioética, Cultura campesina, Sostenibilidad, Identidad cultural
