Bioinspirando: estrategia educomunicativa para la apropiación de conocimiento tecnocientífico en un proceso de educación popular ambiental en el alto fucha de Bogotá

Abstract

This document presents the research-creation project “Bioinspirando: educomunicative strategy for the appropriation of techno-scientific knowledge in a process of environmental popular education in the Alto Fucha of Bogotá”. Seeking to deepen the understanding of didactics for scientific popularization since the professional practice in the design of didactic resources, the project investigates the articulation between Design and Communication-Education, where it is identified that the didactic material activates mediations that transcend its educational scope when others like cultural and political type emerge immersed in its communicative component, because of that they will be called “didactic mediators”. Other cultural and economic practices such as science and industrial design also influence the design of didactic mediators and are therefore included in this analysis. Concepts and ideas have been materialized in “Bioinspirando”, a workshop created with an educommunicative approach for the “Escuela Popular Ambiental Currucutús de la Montaña” as a pilot strategy to explore the design of didactic mediators that facilitate the introduction of techno-scientific knowledge in a community science experience. It combines design and scientific thinking with popular education methodologies, where the context is fundamental, to develop a democratic model of scientific dissemination that, through the dialogue of knowledge, favors the collective creation and transformative appropriation of knowledge. Biomimicry operates as a narrative interface between techno-scientific knowledge and local “thinking-feeling” [sentipensar], allowing children to explore nature in a different way, understanding their reality in a critically way and project themselves as agents of change in the care of life and their territory, incorporating a new perception of technology. Finally, recommendations are offered to educators and designers interested in developing responsible and transformative didactic mediators, with an educommunicative approach.