Para dejar huella primero hay que poner los pies en la tierra: experiencias de germinación y siembra para la recuperación de memoria e identidad de los niños y niñas del grado 3° y 4° de la IED Manuelita Saenz.

Abstract

Taking into account that the School is a space for transformation and learning, it was considered important to work to strengthen identity, memory and Environmental education in the classroom. The above from the construction and appropriation of a collective memory, starting from the elaboration of autobiographical stories on the one hand and on the other from the stories told by the communities that initially inhabited the territory; memory related to the daily practices of boys and girls, in order to have a clear idea on how its identity construction is carried out. Consequently, the investigative text is made up of 5 chapters in which the process that was carried out throughout the investigation is reported. Chapter 1 "from the root" shows us the panorama from where our research proposal emerged, such as the context, justification, research question and objectives. The second chapter covers the conceptual approach, background and theoretical framework, which, from the experiences and theories in the field of knowledge in which we are located from our Nature, Memory and power line as research teachers allowed us to find the perspective and focus of our research work. The third chapter tries to demonstrate from the approach and perspective previously constructed the methodological, pedagogical and data collection strategies that are They were implemented for the development of the present grade work, thus allowing a clear overview of what was achieved in the field work. The fourth chapter gives an account of the findings and constructions that were generated from the experiences lived within our formative practice, which were recovered and analyzed in light of our theoretical and practical discourse previously constructed. To end the fifth chapter, it leads us to the conclusions and recommendations that emerged in Correspondence to solve our stated objectives, which evidently were modified throughout the process, starting from the recognition of the context and taking advantage of the environmental approach With which the institution has, we take germination and sowing as tools that allow, through experience, to reveal that our identity is forged by a knowledge that has been transmitted generationally and that is part of a collective memory, which we share in different everyday knowledge and practices.