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Territorio y escuela en los imaginarios interculturales del río Sinú
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Territory and School in the Intercultural Imaginaries of the Sinú River proposes a reconceptualization of Social Sciences education through an in situ intercultural pedagogical praxis rooted in the rural context of Montería, in Colombia’s Caribbean region. Through a doubly reflexive ethnography, the study develops a pedagogical proposal aimed at enhancing the study of collective imaginaries among Afro-descendant, Emberá Katío Indigenous, and peasant communities. It reveals how their embodied knowledge—expressed in practices such as jardeo ganadero (cattle herding) and fluvial memories—questions and reconfigures the traditional curriculum. This approach not only makes visible the Sinuan lineages, understood as the living heritage of the symbolic and material representations of their territories, but also transforms them into axes for a critical and reflective pedagogy. The social cartography unveiled in the work highlights the need for a curriculum that contextualizes the local realities of the people living along the Sinú River, integrating historical conflicts, cultural resistances, and local ontologies as living content. In this sense, the study proposes a curricular alternative to implement study plans that foster the creation of “other” learning environments, where intercultural equity is built through the analysis of land struggles, ancestral festivities, and narratives of resistance.
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Keywords
- Ciencias sociales
- Etnografía reflexiva
- Interculturalidad
- JN
- Pedagogía del territorio
- Río Sinú
- Territorio
Links
DOI: 10.21676/9789587469042Editions