La geografía sagrada, una propuesta "Otra" para aprender el territorio desde ingativa.

Abstract

The usual teaching of geography at the FERVAN school is descriptive, rote and decontextualized, in relation to the physical components of space. Thus, this research is carried out that seeks, together with the seventh grade students of the school, to make visible the sacred geography of the territory of the Engativá locality in Bogotá, identifying there the location of the Mhuysqa payment places, the narrations related to the territory and artistic representations, among others. The purpose was to bring this knowledge to the classroom, claiming the pedagogy of the territory as an act of resistance and rebellion that transforms the stagnant practices of the school institution, and in this way consolidate sacred geography as a contribution in the construction of historical subjects. , sensitive to the territory. This work was developed from the Educational Research-Action model, which promotes the interaction between theory and practice. Thus, three research phases were proposed: Digging into the territory, Panoramic View of the territory and Building the territory, in which instruments such as: interactive workshops, cartographies and research log were applied. These inputs were analyzed from the second-order investigation, which revealed the theoretical and pedagogical contributions of the sacred geography of the Ingativa territory and the ancestral territory of Mhuysqa, in the current town of Engativá.