STEM+ Emberá: una apuesta curricular intercultural desde los saberes ancestrales Emberá Katío para una resignificación del enfoque educativo STEM+
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Fecha
2026
Autores
Oviedo Berrocal, Luis Alberto
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias jurídicas y Sociales
Facultad de Ciencias jurídicas y Sociales
Resumen
La presente tesis doctoral se desarrolla en la modalidad de compendio de artículos
científicos y tiene como propósito fundamentar y proponer una apuesta curricular
intercultural orientada a la integración no subordinada de los saberes ancestrales
del pueblo indígena Emberá Katío en la enseñanza de la ciencia y la tecnología, a
partir de una resignificación crítica del enfoque educativo STEM+. El estudio se sitúa
en Tierralta, en el territorio del Alto Sinú (Córdoba, Colombia), un contexto educativo
marcado por el posconflicto armado, la reconfiguración territorial y tensiones
epistemológicas que han incidido en la exclusión histórica de los saberes indígenas
del currículo escolar. La investigación concibe STEM+ no como un modelo neutro o
meramente técnico, sino como un lenguaje curricular institucional en disputa,
susceptible de ser resignificado desde el diálogo de saberes y la justicia cognitiva,
reconociendo el estatuto epistemológico de los saberes ancestrales del pueblo
Emberá Katío. Desde esta perspectiva, la tesis articula aportes del pensamiento
complejo, la transdisciplinariedad y las epistemologías del sur para cuestionar las
jerarquías epistémicas que han orientado la educación científica y tecnológica, y
habilitar prácticas educativas culturalmente pertinentes en contextos interculturales
y de posconflicto. En coherencia con la modalidad doctoral por artículos, la tesis se
estructura a partir de manuscritos interrelacionados que abordan de manera
complementaria las dimensiones epistemológica, metodológica y curricular del
problema de investigación, incluyendo el anclaje territorial del estudio, una revisión
sistemática del campo emergente de la educación STEM+ intercultural y la
formulación de una metodología indígena participativa para la integración curricular
de saberes ancestrales en contextos escolares urbanos. Los resultados se
expresan en aportes epistemológicos, metodológicos y curriculares que permiten
resignificar el currículo STEM+ desde una perspectiva intercultural crítica, evitando
prácticas de folclorización o subordinación epistémica y concibiendo la educación
científica como un espacio de negociación cultural situada para la apropiación social
del conocimiento desde territorio.
This doctoral dissertation is developed under the compendium-of-articles modality and aims to substantiate and propose an intercultural curricular framework oriented toward the non-subordinated integration of the ancestral knowledge of the Emberá Katío Indigenous people into science and technology education, through a critical re-signification of the STEM+ educational approach. The study is situated in Tierralta, in the Alto Sinú territory (Córdoba, Colombia), an educational context marked by post-conflict dynamics, territorial reconfiguration, and persistent epistemological tensions that have historically contributed to the exclusion of Indigenous knowledge from the school curriculum. The research conceptualizes STEM+ not as a neutral or purely technical model, but as an institutional curricular language in dispute, open to resignification through dialogue of knowledges and cognitive justice, and through the recognition of the epistemological status of Emberá Katío ancestral knowledge. From this perspective, the dissertation articulates contributions from complexity thinking, transdisciplinarity, and Southern epistemologies to challenge the epistemic hierarchies that have shaped science and technology education and to enable culturally relevant educational practices in intercultural and post-conflict contexts. In line with the article-based doctoral modality, the dissertation is structured around a set of interrelated manuscripts that address, in a complementary manner, the epistemological, methodological, and curricular dimensions of the research problem. These include the territorial anchoring of the study, a systematic literature review that delineates the emerging field of intercultural STEM+ education, and the formulation of an Indigenous participatory methodology aimed at the curricular integration of ancestral knowledge in urban school contexts. The results are expressed in epistemological, methodological, and curricular contributions that allow for a reinterpretation of the STEM+ curriculum from a critical intercultural perspective, avoiding practices of folklorization or epistemic subordination and conceiving scientific education as a space for cultural negotiation situated for the social appropriation of knowledge from the territory.
This doctoral dissertation is developed under the compendium-of-articles modality and aims to substantiate and propose an intercultural curricular framework oriented toward the non-subordinated integration of the ancestral knowledge of the Emberá Katío Indigenous people into science and technology education, through a critical re-signification of the STEM+ educational approach. The study is situated in Tierralta, in the Alto Sinú territory (Córdoba, Colombia), an educational context marked by post-conflict dynamics, territorial reconfiguration, and persistent epistemological tensions that have historically contributed to the exclusion of Indigenous knowledge from the school curriculum. The research conceptualizes STEM+ not as a neutral or purely technical model, but as an institutional curricular language in dispute, open to resignification through dialogue of knowledges and cognitive justice, and through the recognition of the epistemological status of Emberá Katío ancestral knowledge. From this perspective, the dissertation articulates contributions from complexity thinking, transdisciplinarity, and Southern epistemologies to challenge the epistemic hierarchies that have shaped science and technology education and to enable culturally relevant educational practices in intercultural and post-conflict contexts. In line with the article-based doctoral modality, the dissertation is structured around a set of interrelated manuscripts that address, in a complementary manner, the epistemological, methodological, and curricular dimensions of the research problem. These include the territorial anchoring of the study, a systematic literature review that delineates the emerging field of intercultural STEM+ education, and the formulation of an Indigenous participatory methodology aimed at the curricular integration of ancestral knowledge in urban school contexts. The results are expressed in epistemological, methodological, and curricular contributions that allow for a reinterpretation of the STEM+ curriculum from a critical intercultural perspective, avoiding practices of folklorization or epistemic subordination and conceiving scientific education as a space for cultural negotiation situated for the social appropriation of knowledge from the territory.
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Palabras clave
STEM+, Interculturalidad, Saberes ancestrales, Emberá Katío, Currículo intercultural, Pensamiento complejo