Reconocimiento de la biodiversidad local por parte de los estudiantes de la Institución educativa Alcides Fernández, Unguía– Chocó

Abstract

This work is part of the Tutoring Program for Comprehensive Learning and Training (PTAFI 3.0) and aims to strengthen environmental education through pedagogical strategies that integrate recognition of the natural and cultural environment, based on the relevance of Chocó as one of the regions with the greatest biodiversity in the world, whose natural heritage is closely linked to the traditional knowledge of Afro-descendant, indigenous, and mestizo communities. The qualitative research sought to understand how fourth-grade students conceive and value biodiversity through participatory methodologies such as graphic representations, talking circles, field diaries, and participant observation, by designing and implementing activities focused on exploring cultural and ethnic diversity within the classroom, and through direct observation of species and elements of the natural environment. The results showed that students possess conceptions of biodiversity that articulate both biological and cultural dimensions, demonstrating a broad identification with elements of local flora, fauna, and abiotic resources, as well as an appreciation for traditional practices related to the use of plants and animals. Furthermore, the importance of the cultural diversity present in the institution was highlighted as a starting point for intercultural work in environmental education. In conclusion, the research demonstrates that the dialogue between scientific and local knowledge constitutes a pertinent means of fostering territorial ownership and biodiversity conservation, providing didactic proposals that strengthen rural education and promote in students a sense of belonging, respect for diversity, and a commitment to sustainability.