Comunidades de práctica interculturales, soberanía y seguridad alimentaria: proyectos de aula en básica primaria en dos comunidades culturalmente diferenciadas

Abstract

This research is situated within the field of science education, specifically, science education for children, with an intercultural focus. It is concretized through the implementation of classroom projects at the primary education level in two culturally distinct communities (Colegio Kennedy IED – Campus C, and the IED de Desarrollo Rural de Fosca, Cundinamarca – Yerbabuena Campus). The study successfully engages knowledgeable and various community members by establishing Intercultural Communities of Practice (comprising guardians, neighbors, knowledgeable, teachers, and administrators). Adopting a qualitative approach, the research is grounded in methodologies such as documentary research (Toro & Parra, 2010; Cohen et al., 2018), participatory action research (Hernández et al., 2010; Zapata & Rondan, 2016), and communities of practice (Wenger, 2001; Orjuela Osorio, 2018). Data collection involved the use of analysis matrices, interviews, focus groups, and field journals and notes. The results focus on characterizing dietary and nutritional practices and on forming Intercultural Communities of Practice based on these dietary and nutritional practices/food sovereignty, food security, and traditional local knowledge. Furthermore, within these communities, a body of knowledge was identified to design and implement a classroom project that engages in dialogue with school-based scientific knowledge. Finally, the commitments that emerged within these communities were interpreted.