Chagra intercultural: un espacio para tejer el diálogo y el pensamiento en el colegio Instituto Técnico Industrial Francisco José de Caldas

Abstract

The José Celestino Mutis Botanical Garden of Bogota stands out as a refuge for biodiversity. This space, dedicated to the preservation and exhibition of Colombian flora, not only fulfills the mission of safeguarding such biological diversity, but also positions itself as an ideal scenario for the connection between nature and society. In addition to providing educational spaces to share knowledge about nature and how it should be protected, in order to convert not only spaces within the JBBJCM, but also external spaces that contribute to improve the connection with nature. This is why intercultural dialogue scenarios are vital to weave a community that is rooted in and protects both the flora and fauna that surrounds it. In the same sense, the JBBJCM has been establishing environmental education strategies with an intercultural approach, which enables an open dialogue, nurtured by the diversity of thoughts and practices of each culturally formed group, which have a sense of belonging to their own practices for the care of nature, however, it is the practice that shows that Intercultural Environmental Education in most cases, is approached from the conceptual point of view. Interculturality, defined as between cultures that inhabit the same territory, is a concept that allows orienting the different educational proposals towards a joint cultural construction that reflects the diversity of society. The intercultural encounter provides contrast and mutual learning. Democratic societies cannot reach their full development until they encourage the encounter and understanding between the diverse cultures of the territory. This concept of Interculturality advocates the defense of diversity, respect, recognition, understanding and cultural dialogue (Bernabé, M. 2012). Intercultural Education encourages dialogue between the different cultures that share a territory, a dialogue that is fundamental and the basis for transformation towards cultural integrity, contributing to the propagation of a school that promotes respect for plurality and stimulates relations between cultures. Interculturality can be considered the ideal state of coexistence of any multicultural society (Ridao, 2007), characterized by interpersonal relationships based on knowledge and recognition. It is for this reason that the Colegio Instituto Técnico Francisco José de Caldas is taken as a scenario, which has a suitable, open scenario, with a biodiverse potential and students focused on an integral formation with caring relationships with nature.