La inclusión desde la interculturalidad como recurso para la sostenibilidad en instituciones educativas del departamento del Atlántico
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Fecha
2025
Autores
Flórez Osorio, Loren Patricia
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La exploración del estado de la interculturalidad y la inclusión en dos entornos escolares del departamento del Atlántico fue la temática y problema de investigación, cuyo objetivo se centra en el diseño de una propuesta pedagógica articuladora de la inclusión y la interculturalidad con sostenibilidad pedagógica en el nivel de básica primaria de acuerdo con los objetivos de desarrollo del milenio, ODM. El marco metodológico se fundamenta en la fenomenología, entendiendo la experiencia vital como fuente legítima de saber, ya que el estudio se desarrolla en un contexto poco explorado, caracterizado por la diversidad cultural y la creciente presencia escolar de población migrante venezolana. Desde un paradigma interpretativo y un enfoque etnográfico, se aplicaron entrevistas semiestructuradas y revisión documental en dos instituciones educativas: San Sebastián de Malambo (urbano) y Escuela Normal Superior de Manatí (rural), cuyos resultados revelan la persistencia de la etnicidad desde la racialidad, así como la necesidad de asumir la interculturalidad y la inclusión desde las costumbres, nacionalidades y prácticas comunitarias. Se concluye proponiendo el modelo de Investigación Basada en la Interculturalidad (ABI), que concibe la diversidad como oportunidad pedagógica, promoviendo una educación integral que equilibre lo cognitivo, lo metacognitivo y lo axiológico, en coherencia con las realidades territoriales, con el fin de fortalecer la sostenibilidad educativa mediante prácticas inclusivas, éticas y culturalmente pertinentes.
The exploration of the state of interculturality and inclusion in two school settings in the department of Atlántico was the research theme and problem. The objective of this research is to design a pedagogical proposal that articulates inclusion and interculturality with pedagogical sustainability at the primary school level in accordance with the Millennium Development Goals (MDGs). The methodological framework is based on phenomenology, understanding life experience as a legitimate source of knowledge, as the study is carried out in a little-explored context characterized by cultural diversity and the growing presence of Venezuelan migrant populations in schools. Using an interpretive paradigm and an ethnographic approach, semi-structured interviews and documentary reviews were conducted in two educational institutions: San Sebastián de Malambo (urban) and Escuela Normal Superior de Manatí (rural). The results reveal the persistence of ethnicity from a racial perspective, as well as the need to embrace interculturality and inclusion from the perspective of customs, nationalities, and community practices. The paper concludes by proposing the Interculturality-Based Research (IBR) model, which views diversity as a pedagogical opportunity, promoting a comprehensive education that balances the cognitive, metacognitive, and axiological aspects, in line with territorial realities, in order to strengthen educational sustainability through inclusive, ethical, and culturally relevant practices.
The exploration of the state of interculturality and inclusion in two school settings in the department of Atlántico was the research theme and problem. The objective of this research is to design a pedagogical proposal that articulates inclusion and interculturality with pedagogical sustainability at the primary school level in accordance with the Millennium Development Goals (MDGs). The methodological framework is based on phenomenology, understanding life experience as a legitimate source of knowledge, as the study is carried out in a little-explored context characterized by cultural diversity and the growing presence of Venezuelan migrant populations in schools. Using an interpretive paradigm and an ethnographic approach, semi-structured interviews and documentary reviews were conducted in two educational institutions: San Sebastián de Malambo (urban) and Escuela Normal Superior de Manatí (rural). The results reveal the persistence of ethnicity from a racial perspective, as well as the need to embrace interculturality and inclusion from the perspective of customs, nationalities, and community practices. The paper concludes by proposing the Interculturality-Based Research (IBR) model, which views diversity as a pedagogical opportunity, promoting a comprehensive education that balances the cognitive, metacognitive, and axiological aspects, in line with territorial realities, in order to strengthen educational sustainability through inclusive, ethical, and culturally relevant practices.
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Estrategia educativa, Inclusión, Interculturalidad, Sostenibilidad, Diversidad