Construcción de puentes entre conocimientos científicos convencionales y conocimientos ancestrales en relación con la medicina indígena del mambe y sus usos a partir de perspectivas de educación científica intercultural

Abstract

Cultural diversity has a fundamental role in today's society worldwide, as it describes all the different structural organizations according to an identity that each individual in a particular territory has. In accordance with this; In a specific space and time, culture changes its form and adopts all types of customs that build different sources of exchange and creativity among humanity. (UNESCO, 2001) Another feature that encompasses cultural diversity is the implementation of said dialogues between cultures in coexistence; How modern society coexists between different cultures. Continuing with this idea, it is understood that culture is part of the socializing and integrating function of an individual to a community. (Rocher, 2006) On the other hand, in the Colombian context, cultural diversity is a trait that characterizes our country in its most human aspect; However, it is usually understood in our Colombian context when hearing about cultural diversity that said cultural concept refers only to indigenous peoples; something that superficially omits diverse cultural expressions such as Afro peoples, gypsy communities, raizal communities, mestizo populations and immigrants. (Aristizábal, 2000). Regarding scientific education, Asencio-Cabot (2017) mentions that traditional science education responds to the fulfillment of objectives set in curricular programs. So it is understood that in general the pillar of traditional scientific education is to direct its veracity towards where factual and demonstrable results can reach. In addition to establishing its teaching focus on the reproduction of knowledge from formal education, and denying other types of knowledge. In other words, traditional scientific education focuses unilaterally on delivering scientific knowledge so that the only way to analyze it is from the same way as it was taught;; omitting quite important sociocultural components in the contextualization of scientific education. That said, it is worth mentioning that, as Uribe (2019) describes, there are new understandings around the teaching-learning process in science teachers, which are exposed through intercultural scientific education understood as a set of conceptions that consider that Science is built through the integration of multicultural axes in society, which allow us to demonstrate in context how science can be taught in a given space-time, encompassing specific sociocultural customs and expressions. Consequently, it is through these conceptions of intercultural scientific education that we develop our work around the possible creation of bridges between traditional knowledge in chemistry and ancestral knowledge that encompasses the indigenous medicine of the Mambe; an ancient indigenous medicine from the Andes prepared from the sacred coca leaf (Erythroxylum coca) and ashes of the Yarumo plant (Cecropia peltata). And according to the Uitoto community of Florencia Caquetá, it provides a guide to self-knowledge and evolution of the verb or word. And consequently, with the above, the research question is posed: What bridges between conventional chemical knowledge and ancestral knowledge around the mambe and its uses can be structured from representations of chemistry teachers and indigenous knowledge?