El saber pedagógico en la construcción de la identidad cultural de la infancia afro desde la pedagogía del reconocimiento

Abstract

This research was born from the reflection on the ethnic and cultural diversity that is evidenced in the Estrella del Sur I.E.D School in which the Afro children who move from their territories to the city of Bogotá are immersed. When considering the situation of Afro-descendant children, who when arriving at the District Educational Institutions do not have an education that fosters their cultural identity, the concern arises in the teacher to build knowledge from reflective and critical practice with a transformative emancipatory purpose , at the same time that the emergent knowledge of himself and of Afro-children is identified, using narratives as methodological mediation to tell an intentional process of Action Research-Reflection in Education, in the interest of an approach to reality to understand and transform it in such a way that it counteracts the effects of coloniality such as: subalternity, inferiority-superiority, racism and gender stereotypes, among others that lead to dehumanize Afro communities. It is worth mentioning that this work is self-referential, because as the research progresses, the teacher begins a process of recovering her cultural identity. To achieve the purpose pursued by the teacher, the Wiwa pedagogy makes it possible, by allowing another way of doing school within the framework of an emancipatory pedagogy and with a critical stance towards modern institutionalized educational systems that do not take into account ethnic and cultural diversity present in classrooms.