Inclusión Social y Educativa Como Características de Desarrollo Humano en 25 Niños entre los 6 y los 12 Años de Edad en la Institución Educativa Distrital la Arabia de Ciudad Bolívar Bogotá D.C. de la Comunidad Indígena Wounaan Año 2015

Abstract

Indigenous communities have been one of the most damaged population in the context of the Colombian conflict. So in the current research is presented the situation of the Wounaan indigenous communities, ousted from their hometown to Bogota because of the violence; they arrived in search of better living conditions, including their children and adolescents in the formal education system. This last situation remains a challenge for the school to foster an inclusion that promotes an intercultural process and provides to indigenous families a community development.

Social and educational inclusion are tackled as human development indicators based on Manfred Max Neff theory. Analyzing the situation of children linked to the educational system in an official school of Ciudad Bolívar locality in Bogota, and how in different pedagogical practices are demonstrated human development characteristics in a situation of social and educational inclusion mediated by current legal regulations and public policy, the challenges brought by the lack of language and the culture of the community they are immersed. The research contributes to the construction of an own intercultural education proposal for the Wounaan community, giving the school a constructive view from the processes of human development and allowing a pedagogical practices analysis from the elements that bring creativity and affective processes.