El reconocimiento del patrimonio cultural y natural como herramienta pedagógica de inglés para la construcción de un buen vivir con los estudiantes de la institución educativa departamental integrado La Calera

Abstract

This educational action research (EAR) arose from the need to strengthen the sense of belonging and cultural identity among tenth-grade students at the La Calera Integrated Educational Institution in Cundinamarca. The study focuses on identifying and valuing the municipality's biocultural (cultural and natural) heritage as a pedagogical tool within the English language curriculum. The main objective was to foster learning processes that would allow students to understand, analyze, and value their territory in order to contribute to the development of Buen Vivir (Living Well). Using a qualitative and decolonial approach, the research was conducted in four phases: planning, action, observation, and reflection. Workshops were implemented to promote dialogue among different forms of knowledge. These workshops included the participation of external guests and senior citizens, allowing for the preservation of oral traditions in Spanish. Subsequently, the students transformed this knowledge into communicative products in English, such as texts, brochures, reflections, and videos. The results demonstrated a significant initial lack of knowledge about the territory and local histories among both native and resident students. However, through contact with the memories of older adults, a reinterpretation of the concept of Buen Vivir (Good Living) became evident, contrasting the quality of community life in the past with the impact of new urban developments. It is concluded that English, used as a tool for documenting local heritage, empowers students to narrate their identity and advocate for the sustainability of their environment