Artes de la madre tierra en la escuela rural pueblo nuevo

Abstract

The present document gives account of the pedagogical experience Mother Earth’s Arts in Pueblo Nuevo’s rural school, developed in Ubaque, Cundinamarca in the rural unitary classrooms with the same name, during 2019. This experience revolved around the appropriation of the territory and the transformation of learning and teaching processes from Mother Earth’s arts, the interdisciplinary, the critical thinking and the peasant identity in students from preschool to fifth grade and their families. The experience was developed from various activities than linked the proposed categories and each of them was collected, as a systematization, in the student’s field diaries and in a blog which allowed the disclosure of the experience in different scenarios. This research has a qualitative approach that permitted the collection and analysis of information from the narrative research methodology. The achievements in the experience are evident in the development of the different chapters, which also obey to a reflective and constructive exercise of pedagogical practice. In the outcome of the experience, it is possible to identify the need to generate significant learning spaces from the interdisciplinary, the critical thinking and the peasant identity from the needs and characteristics of the context.