Prácticas etnoeducativas en el departamento de Chocóm: desafíos para una educación pertinente con la realidad y la vida.
This article addresses the concerns, yearnings and challenges that frequently emerge in the classroom practice of teachers in the department of Chocó. The purpose of the inquiry is to characterize the teaching role so that it is recognized by the active agents of the educational process and, in this...
| Author: | |
|---|---|
| Format: | article |
| Status: | Published version |
| Publication Date: | 2018 |
| Country: | Colombia |
| Institution: | Universidad Pedagógica Nacional |
| Repository: | Repositorio Institucional UPN |
| Language: | Spanish |
| OAI Identifier: | oai:repository.pedagogica.edu.co:20.500.12209/13861 |
| Online Access: | https://revistas.pedagogica.edu.co/index.php/NYN/article/view/10391 http://hdl.handle.net/20.500.12209/13861 |
| Access Level: | Open access |
| Keyword: | Etnoeducación Prácticas etnoeducativas Afrocolombianos Agente histórico Sujeto humanizador y crítico Diálogo Desafios |
| Summary: | This article addresses the concerns, yearnings and challenges that frequently emerge in the classroom practice of teachers in the department of Chocó. The purpose of the inquiry is to characterize the teaching role so that it is recognized by the active agents of the educational process and, in this way, responds to the development and effective experience of ethno-education in this part of the country. It is based on the fundamental assumption that the teachers of the territory of the Department of Chocó, without doubt, have many valuable experiences and knowledge to contribute in the construction of relevant educational proposals, that is, contextualized and at corresponding to the demands of the immediate educative scenarios as well as those of the national level. The teachers of that department, therefore, must assume their educational practices as historical subjects, humanizers, critics and guarantors of collective memory, identity, difference, interculturality and the plurality of ways of seeing and conceiving the surrounding world. In this way, the ethno-educator is able to recognize and assume, comprehensively and in an integral way, reality and life within the classroom and outside of it as an agent of historicity. |
|---|