La astronomía cultural como eje formativo del semillero de arqueoastronomía de un colegio público de Bogotá

Abstract

The aim of this research is to analyse how elements of cultural astronomy are incorporated into the activities carried out by the archaeoastronomy club at a public school in Bogotá. To this end, an analysis is made of the curriculum proposals and teaching practices, identifying the historical, cultural and educational meanings that run through the content covered. Based on the study of the activities implemented, the learning and processes of re-signification constructed by the students are categorised, with an emphasis on those experiences that strengthen their participation and promote the connection between school astronomical phenomena and ancestral knowledge and practices. This analysis allows us to understand how students begin to articulate scientific explanations with cultural dimensions of the sky, the territory and the organisation of society. From a methodological point of view, the research was conducted using a qualitative approach, through a case study. Field diaries, participant observation, semi-structured interviews and analysis of student work were used as instruments for gathering information. Data analysis was based on Leontiev's Theory of Activity (1978), which made it possible to identify the relationship between activity, action and operation, as well as the motives, objectives and conditions that shape learning processes in the school context. The results of the analysis show that the incorporation of cultural astronomy in the seedbed favours the construction of meaningful learning, promotes the re-signification of astronomical knowledge as a historical and cultural construction, and enables an intercultural dialogue between school knowledge and ancestral knowledge, strengthening a more situated and critical understanding of the sky as an object of knowledge.