Identidad territorial mediada por prácticas sociales ambientales escolares

Abstract

This research communicates the results and analysis of a research process focused on determining the contributions of environmental social practices in the construction of the territorial identity of fourth grade students of the Ciudad Latina educational institution in the municipality of Soacha. Through the territorial intelligence approach, where the Territorii Method contributed to the articulation of lived, real and dreamed territories, as essential elements to unravel the territorial identity of students and thus identify, re-symbolise, provide meaning and define environmental social practices mediating and generating school environmental senses of identity towards the territories. The research methodology was epistemologically based on constructionism, and was based on a qualitative approach with an action research perspective in the educational field. Three research stages were developed that allowed us to advance in the understanding of the interpretations of the territories for the students and to externalise the meanings that they attribute to some practices executed in the framework of the real territory; this allowed us to recognise the identities that characterise their relationships with the territory and in this way implement learning situations that empowered the children in their territories, turning them into critical agents of change. Thus, it is possible to configure the territory of the Ciudad Latina neighbourhood beyond the processes of deterritorialisation as a space for re-signifying territorial identities through harmonious, fair and sustainable school environmental social practices led by the voices of the children as fundamental actors. In summary, it is concluded that the contribution of school environmental social practices to the territorial identity of students in this territory arises through collective constructions where the views, experiences, actions, opinions and expectations of children are fundamental to generate a sense of belonging to a context marked by hegemonic territorial dynamics.