La colonialidad y decolonialidad en la construcción de nociones y relaciones sobre naturaleza por parte de los niños y las niñas del humedal Neuta

Abstract

This research is aimed at rescuing and knowing the notions that children have about nature and its relationships with this, in this sense, as we recognize that this is a very extensive and ambiguous concept, we place the question to what it generated greater interest for children in what as were the animals, for this we involve the knowledge and practices that students have with the Neuta Wetland as home to many species. Now, part of the idea that these notions and relationships become a process of coloniality that generated a break between the ways of understanding and acting against what is assumed as nature, bringing with it some hegemonic logic in which we are all immersed, which are reflected in most of the socialization processes to which we are exposed in the structures of the world system. In this way we seek to understand how each of the practices, definitions and relationships of these childhoods with nature are more inclined to coloniality or decoloniality of being, therefore throughout the document arguments and discussions will be found between both looks. It is necessary to mention that our research is postulated epistemologically from the decolonial practices, for which we use as a research methodology the ethnography participative observation and as techniques for the investigation of the information different tools among which is the observation, the field diaries, among others, these of the hand of the pedagogical mediators that we postulate from our teaching role as they are the workshops, the literature, art and game. Finally, the most relevant findings of the process are exposed, as well as the scope of the research along with the reflection on the transformation and impacts that this produced in the context, in the childhoods and in us as children pedagogues.