Desarrollo de prácticas integrales para la resignificación del tiempo en personas en condición o riesgo de habitabilidad de calle desde la estrategia educativa CIPREIA de la Secretaría Distrital de Integración Social de la ciudad de Bogotá

Abstract

This report systematizes the internship experience carried out under the agreement between the Universidad Distrital Francisco José de Caldas and the District Secretariat for Social Integration (SDIS). The primary objective was to implement comprehensive practices based on the educational strategy known as "Pedagogical Cycles for the Re-signification of Inclusive and Autonomous Education" (CIPREIA). These practices aimed to redefine the use of leisure time and reduce psychoactive substance use among the population experiencing—or at risk of—homelessness in Bogotá. The theoretical and methodological approach was grounded in popular education, a differential approach, and the social construction of reality, recognizing participants as rights-bearing subjects possessing prior knowledge that guides the educational process. Through a methodology involving workshops and the development of a small-scale garden, the initiative fostered self-care, social coexistence, and the strengthening of social skills. The strategy integrated biological content—such as urban ecology, waste management, and heredity—using an ecosystemic and evolutionary perspective adapted to the unconventional circumstances of this population. The results demonstrate that participants developed a greater sense of ownership over their environment and a stronger sense of belonging, successfully transforming their perception of daily life through collaborative work and active listening. In conclusion, the CIPREIA strategy establishes itself as a pedagogical-political model capable of highlighting diverse forms of popular knowledge and opening up new possibilities for individuals living in marginalized contexts, thereby reaffirming the role of education as a tool for social inclusion and civic transformation.