Mis raíces mi territorio, un camino para reconocerme

Abstract

This research analyzes how first- and second-grade children at La Candelaria Integrated School construct their subjectivity through the experiences and relationships they establish with the territories they inhabit. Territory is understood as a social, cultural, and affective construction that goes beyond the physical and influences ways of being, feeling, thinking, and relating. From a qualitative approach, children's voices and experiences are recognized in the configuration of meanings about spaces such as the body, home, school, and neighborhood. To this end, a pedagogical proposal was designed and implemented, centered on three axes: self-recognition, recognition of others, and exploration of territory, developed through body mapping, narratives, affective memory exercises, and visits to the La Candelaria neighborhood and the Botero Museum. These strategies made it possible to understand the forms of appropriation, the senses of belonging, and the meanings that children attribute to the places they inhabit, contributing to the understanding of the relationship between childhoods, subjectivity, and territory.