Prácticas de enseñanza : una propuesta de articulación con los saberes tradicionales en contextos educativos

Abstract

This research is an approach to the understanding of the traditional knowledge of students from sixth to ninth grade of schooling, in the Centro Etnoeducativo Rural Ballena - Barrancas - La Guajira, from their relationship with the teaching practices of teachers in differentiated educational contexts. For this purpose, the background is presented in relation to the documentary categories of the research referred to pedagogical practices, traditional knowledge and educational contexts. The conceptual structure that discusses the dialogue of knowledge in educational processes at the school level is also presented, and the importance of recognizing the value of the local cosmovision is raised. The cultural characteristics of the school from the teaching practice contribute to the proposal of some pedagogical orientations that make possible a change of discourse regarding the development of a contextualized educational praxis. The methodological design is based on the hermeneutic historical approach, seeking to interpret the internal motives in the teaching practices and their relationship with traditional knowledge; relying on educational ethnography as a method whose techniques correspond to the interview, observation, and documentary analysis. The instruments formulated refer to a questionnaire for the teachers, the drawing elaborated by the students and the registration form of institutional documents. The results show that it is not possible to separate the knowledge proper to the school context, therefore, it is important to insist on the dialogue of knowledge loaded with meaning, together with the official knowledge that in the school context could assume the school as a space of intercultural educational recognition and bridge towards the construction of a discourse and a transforming action of the teaching practices from the local knowledge.