Currículo y afrocolombianidad en la formación pedagógica de estudiantes de etnoeducación en dos universidades de Colombia
In recent decades there has been an interest in claiming Afro identity in different social, political and educational settings, thus opening ways for the inclusion of their cultural and pedagogical knowledge in the construction of curricula and curricula for teacher training and professionalization....
- Autores:
-
Andrade Amaya, Eva Sandry
Vence Ricardo, María Camila
Duarte Orozco, Mario Alejandro
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2020
- Institución:
- Institución Universitaria Antonio Jose Camacho
- Repositorio:
- Repositorio Uniajc
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uniajc.edu.co:uniajc/111
- Acceso en línea:
- https://repositorio.uniajc.edu.co/handle/uniajc/111
- Palabra clave:
- Currículo
Formación
Afrodescendientes
Diversidad cultural
Training
Afro-descendants
cultural diversity
Curriculum
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by/4.0/
| Summary: | In recent decades there has been an interest in claiming Afro identity in different social, political and educational settings, thus opening ways for the inclusion of their cultural and pedagogical knowledge in the construction of curricula and curricula for teacher training and professionalization. In this sense, this article proposes to analyze the curriculum of the university regarding the pedagogical formation of students of ethnoeducation in Afro-Colombian society, taking as referents the Educational Projects of the Program of Ethnoeducation of the Universities of La Guajira and Tecnológica of Pereira. For this purpose, a documentary design was used that consisted of the approach of different secondary sources of information (books, research projects, theses, monographs) and other forms of textual production of knowledge. Among the main results, we can highlight the foundation of the curriculum of the Universities of La Guajira and Pereira, where the first indicates that the curriculum is based on the socio-cultural reality of the region and the department, and the second exposes that the curriculum proposal is oriented in the affirmation of ethnic and cultural identity, and the valuation between ancestral knowledge and science, between the philosophy and the ethnic thought of the communities. |
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