Currículo desde una perspectiva cultural de la comunidad Zenú en el área de Ciencias Naturales. -Curriculum from a cultural perspective of the Zenú community in the area of Natural Sciences.
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Universidad Distrital Francisco José de Caldas
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Diseño curricular desde una perspectiva cultural de la comunidad Zenú en el área de Ciencias Naturales y Educación ambiental surge, como a través del diseño de un currículo en la etnia Zenú se potencializa la enseñanza de las ciencias naturales y además el estudio de los saberes ancestrales de esta comunidad como identidad cultural. Por consiguiente, se planteó el objetivo de Diseñar un currículo desde las ciencias naturales para generar nuevos conocimientos, respondiendo a los intereses y necesidades de la etnia, y las instituciones educativas, enmarcado este en un sistema educativo endógeno, rescatando su cosmovisión y contrastando los currículos de las escuelas para evaluar el trabajo del componente indígena dentro de la educación que reciben los jóvenes. Analizando la importancia de trabajar currículos contextualizados que dan prioridad a las necesidades, que tengan en cuenta los saberes presentes en la comunidad dándole participación a los entes comunitarios, que se identifiquen y que sea la misma población la que tengan la posibilidad de intervenir desde distintos ámbitos educativos, que no se restrinjan en la escuela generó el contraste y evaluación de currículos antiguos y transformación de estos buscando mejor la calidad de vida de esta población. Esta investigación está concebida bajo los criterios de la investigación etnográfica, de enfoque cualitativo. Obteniéndose descripciones detalladas de situaciones, eventos, personas, interacciones y comportamientos que son observables, presentando una propuesta curricular desde los saberes ancestrales, con base a la información recolectada y analizada en el contexto educativo
Design curriculum from a cultural perspective Zenú community in the area of Natural Sciences and Environmental Education emerges as through the design of a curriculum at Zenú ethnicity teaching of natural sciences potentiates and also the study of ancestral knowledge of this community and cultural identity. Therefore, the objective of designing a curriculum from the natural sciences to generate new knowledge, responding to the interests and needs of ethnicity, and educational institutions, framed this in an endogenous education system, rescuing their worldview and contrasting curricula raised schools to evaluate the work of the indigenous component in education that young people receive. Analyzing the importance of working contextualized curricula that prioritize the needs, taking into account the knowledge present in the community giving participation to community agencies, to identify themselves and that is the same population that have the ability to intervene from different areas education, which are not restricted in school generated contrast and evaluation of old curricula and transformation of these best looking quality of life of this population. This research is designed under the criteria of ethnographic research, qualitative approach. Obtaining detailed descriptions of situations, events, people, interactions and behaviors that are observable, presenting a curriculum from ancestral knowledge, based on the collected and analyzed information in the educational context.
Design curriculum from a cultural perspective Zenú community in the area of Natural Sciences and Environmental Education emerges as through the design of a curriculum at Zenú ethnicity teaching of natural sciences potentiates and also the study of ancestral knowledge of this community and cultural identity. Therefore, the objective of designing a curriculum from the natural sciences to generate new knowledge, responding to the interests and needs of ethnicity, and educational institutions, framed this in an endogenous education system, rescuing their worldview and contrasting curricula raised schools to evaluate the work of the indigenous component in education that young people receive. Analyzing the importance of working contextualized curricula that prioritize the needs, taking into account the knowledge present in the community giving participation to community agencies, to identify themselves and that is the same population that have the ability to intervene from different areas education, which are not restricted in school generated contrast and evaluation of old curricula and transformation of these best looking quality of life of this population. This research is designed under the criteria of ethnographic research, qualitative approach. Obtaining detailed descriptions of situations, events, people, interactions and behaviors that are observable, presenting a curriculum from ancestral knowledge, based on the collected and analyzed information in the educational context.
Palabras clave
curriculum, ancestral knowledge, ethnicity, science and cultural perspective, Currículum, saberes ancestrales, etnia, ciencias, perspectiva cultural