Pedagogía patrimonial: resignificación de la identidad cultural sobre el patrimonio del Municipio de Facatativá, Departamento de Cundinamarca por parte de los jóvenes integrantes de la escuela de vigías de la Secretaría De Cultura y Juventud

Abstract

This paper relates the most important elements inside the project, which was developed with Escuela de Vigías del Patrimonio de la Casa de la Cultura y Juventud from Facatativa, Cundinamarca in 2018. It suggests that the Patrimonial pedagogy contributes with the alternative formation of young watchers of the patrimony, through the joint construction of knowledge to redefine the cultural identity with the purpose of keeping and to protect the patrimony that the municipality owns (natural, cultural, archaeological and architectonic patrimony), which has been absorbed in various problems, such as ignorance, anthropic damage and inadequate uses of the places. Methodologically, the project was made under the directive of the Action Investigation based on Kurt Lewin, beginning from a cyclical purpose of planning, implementation, revision, implementation, etc. From the pedagogic constructivism of John Dewey, Mario Carretero and the socio-critical of Paulo Freire. Moreover, the contributions about identity from Olga Lucia Molano, among other authors. In accordance with the above, a categorical system was built in order to analyse the discoveries, which is composed by the following categories: cultural identity of the young watchers to strength the cultural process in relation with the facatativeño patrimony; patrimonial pedagogy for the material goods and the recognition of the facatativeña ancestry as a patrimony supportive. Considering this, it can be concluded that the patrimonial pedagogy allows the relationship between the subjects with a patrimonial context, generating relationships of cultural identity